Lesson 1 - Acknowledging Diversity: EN7VC-III-a-13 EN7LC-III-a-7 EN7LC-III-a-2.1/3.1

Lesson 1 - Acknowledging Diversity
OBJECTIVES :
EN7RC-III-a-8 Use one’s schema to better understand a text.

EN7RC-III-a-8.1 Use one’s schema as basis for conjectures mad.
EN7LC-III-a-7 Use different listening strategies based on purpose,
topic and levels of difficulty of simple informative and
short narrative texts.
EN7LC-III-a-2.1/3.1Note specific details of the text listened to.
EN7VC-III-a-13 Determine the key message conveyed in the material viewed.
EN7V-III-a-13.11 Categorize words or expressions according to shades of meaning.
EN7V-III-a-13.11.1 Identify collocations used in a selection.
EN7LT-III-a-5 Discover literature as a tool to assert one’s unique identity and to
better understand other people.
EN7LT-III-a-5.1 Identify the distinguishing features of literature during the Period of
Emergence.
EN7WC-III-a-2.2 Compose simple narrative texts.
EN7WC-III-a-2.2.12 Identify features of narrative writing.
EN7OL-III-a-1.3 Express ideas, opinions, feelings and emotions during interviews,
group/panel discussions, forums/fora, debates, etc.
EN7OL-III-a-5 Use the appropriate prosodic features of speech during interviews,
discussions and forums.
EN7G-III-a-1 Link sentences using logical connectors that signal chronological
and logical sequence and summation.
DAY 1
Objectives:
EN7VC-III-a-13 Determine the key message conveyed in the material viewed
EN7LC-III-a-7 Use different listening strategies based on purpose, topic and levels
of difficulty of simple informative and short narrative texts
EN7LC-III-a-2.1/3.1 Note specific details of the text listened to
Material Kaleidos World
Reference English- Grade 7 Learner’s Material, 2017
INITIAL TASK
Task 1 A Differently Beautiful World p.300

The class will be divided into 4 small groups and each group will be
provided with a large sheet of flip chart and markers. A big flower with a center and
equal number of petals to the number of learners in every group will be drawn. Then
each student will write their unique qualities in the petal while their common qualities will
be written at the center.
English Grade 7 Module for Teachers | Module 3| Page 1 of 64

SUGGESTED TASKS:
Task 2 An Emerging Change pp. 300-301
Note :The teacher can make use of the picture on page 300 but can also download
those pictures during the Period of Emergence. Picture should be colorful to attract the
students’ attention .
Task 2.1 FACT OR BLUFF

The students will be asked to show the appropriate emoticons (Happy/Smiley-FACT &
Sad for BLUFF) base from the story.
1. The Spanish soldiers conquered the Philippines.

2. Many Filipinos suffered because of the soldiers who inavaded our
country.
3. The English Language was widely used in writing during the period.
4. Writers are concerned with the social well-being of the Filipinos
5. It was a very fruitful year because every Filipino became rich.
6. Movies became popular during the period.
Task 3 : KALEIDOS THOUGHTS
` Material Kaleidos World

Reference English- Grade 7 Learner’s Material, 2017 p. 301)

Note: The students will listen to the song Kaleidos World by Francis Magalona after they
are grouped accordingly.On the first listening , the students will just enjoy the music and
on the second time they will pay attention to specific details
Group 1 - The PREDICT Group: As you listen, imagine what is being

described in the song and predict what happens.
Group 2 - The ASK Group: As you listen, list down questions about the ideas
or vocabulary and guess what they mean.
Group 3 - The GUESS Group: As you listen, list down unclear ideas or
vocabulary and guess what they mean.
Group 4 - The RESPOND Group: As you listen, pay attention to the singer.
Respond to the ideas he presented by either agreeing or
disagreeing.
Group 5 - The FOCUS Group: As you listen, list down key words that may
add value or meaning to the entire song.
Group 6 - The REVIEW Group: As you listen, list down the big ideas
presented by the singer. Give your own meaning of these ideas.
KALEIDOSCOPE WORLD Others lie while some tell the truth

Francis Magalona Some say poems and some do sing
Others sing through their guitar strings
So many faces, so many races Some know it all while some act dumb
Different voices, different choices Let the bass line strum to the bang of a
Some live alone with no better half drum
Others grieve while others curse Some can swim while some will sink
And others mourn behind a big black And some will find their minds and think
hearse Others walk while others run
Some are pure and some half-bred You can’t talk peace and have a gun
Some are sober and some are wasted Some are friends and some are foes
Some are rich because of fate and Some are friends and some have most
Some are poor with no food on their plate
Some stand out while others blend Every color and every hue
Some are fat and stout while some are thin Is represented by me and you
Some are friends and some are foes Take a slide in the slope
Some have some while some have most Take a look in the Kaleidoscope
Spinnin’ round, make it twirl
Every color and every hue In this kaleisdoscope world.
Is represented by me and you
Take a slide in the slope Kaleisdoscope world
Take a slide in the slope In this kaleisdoscope world.
Take a look in the kaleidoscope
Spinnin’ round, make it twirl
In this kaleidoscope world www.metrolyrics.com/kaleidoscope-
Some are great and some are few world-lyrics

Processing Questions:
Let the students answer Process Questions of Task 3

1. How do people differ?
2. How should you treat differences among people according to the song?
DAY 2
Activity I – Pre Reading Activities

Objectives:
EN7RC-III-a-8.1 Use one’s schema as basis for conjectures made about a text.
EN7V-III-a-13.11 Categorize words or expressions according to shades of meaning.
Reference English- Grade 7 Learner’s Material, 2017 pp. 302-304)
SUGGESTED TASKS :
Task 4: I Think
Use the chart below to write a brief insight about the listening text in the
previous lesson.
“ I Think”
Differences among people to me means
Our differences should enable us to
Considering our differences
Task 5 : Reading Adventure Time!
Task 5.1 Thinking Out Aloud

Let the students answer the questions in each box below orally.
What characteristics
What other
of the Filipinos do you
What did you learn characteristics of Filipinos
know?
after reading the text ? do you want to know

Task 5.2 : Anticipation – Reaction Guide
Accomplish the story Anticipation Reaction Guide below
Before Reading
Read the statements in the table below and check the column that corresponds to your
response.
After Reading
Review your answer and write in the last column whether you are right or wrong
Disagree Agree Statement Were you right ?

Filipinos are compared to a bamboo
tree.
There are a lot of trees presented in the
text.
The idea of the text is about resiliency.
There are five characteristics in the
story.
The story is an example of a fable.
Task 5.3 VocaBox

Note :Let the students use the dictionary on their cellphone in order to unlock all
the words on page 304
Task 5:4 Title-Pair-Talk

Note :In pairing ,let the Independent and Instructional learners be paired with the
Frustration learners
Activity 2 :Literature Reading

During Reading Activity
Objective
:
EN7LT-III-a-5 Discover literature as a tool to assert one’s unique identity and
to better understand other people
Material Pliant like the Bamboo by : I. V. Mallari
Reference English- Grade 7 Learner’s Material, 2017 p. 304-307)
Task 5.5 Reflection Time (Reading of the Text)

Pliant like the bamboo by: I.V. Mallari

Activity 3: Post Reading Activities
Task 6 Locate, Reflect, Evaluate !
Task 7 What kind of Persons are Filipinos?
Task 8 My Lucky Number
Note: For task 8, teachers can create easy questions if the students cannot answer the
given questions. The students will go back to task 5.1, Write the things that you learned
after reading the text.
DAY 3
Objective:
EN7WC-III-a-2.2 Compose simple narrative texts

Reference English- Grade 7 Learner’s Material, 2017 p.308
SUGGESTED TASKS :
Task 9: Extension Activity
Group 1 Draw / create a symbol of yourself using a wire while you are eating
your lunch. Then explain why you chose that symbol. Example:
flower
Group 2 Write a poem describing yourself while you are on a trip using your
name as an acronym. Be ready to recite.
Group 3 Write a song or rap describing yourself. Present it to the class.
Activity 2: Oral Language and Fluency
Objective:
EN7OL-III-a-1.3 Express ideas, opinions, feelings and emotions during interviews,

group/panel discussions, forums/fora, debates, etc
EN7OL-III-a-5 Use the appropriate prosodic features of speech during interviews,
discussions and forum
Reference English- Grade 7 Learner’s Material, 2017 pp.308-309
Task 10: Tune In !( Pair Work )
Material : Cue Chart

Read the dialogue and look for turn taking cues and fill out the chart.
Note : The dialogue can be found on page 308-309 and if the students cannot
Read the dialogue the teacher can look for a shorter and easy text.
Answer the Processing Questions after accomplishing the Cue chart

1. Who are they talking about?
2. How did they describe Don Juan Sumulong?
3. What is his contribution to the Filipinos?
Note : Teacher should discuss the Prosodic features of speech before conducting
activity 10
Note: The students will analyze the dialogue in order to find the verbal and non-verbal
cues.
DAY 4
S
Objective:
EN7G-III-a-1: Link sentences using logical connectors that signal chronological and
logical sequence and summation
SUGGESTED TASKS :
Task 8 : Language Connections

A. Gastronomical language
Read the text and identify the mistakes and correct them.
Reference: English- Grade 7 Learner’s Material, 2017, Module 3 ,

Lesson 2 p. 328
Note : Discuss Logical Connectors

Reference : : English- Grade 7 Learner’s Material, 2017, Module 3 ,
Lesson 2 p. 328-329
B. Language feast
Complete the paragraph by adding the proper logical connectors.
Reference: English- Grade 7 Learner’s Material, 2017, Module 3 ,

Lesson 2 p. 329
DAY 5
Objective
EN7WC-III-a- EN7WC-III-a-2.2: Compose simple narrative texts

SUGGESTED TASKS :
Task : Write a simple narrative / Final Task

The students will write a narrative about A New Found Friend using logical
connectors.

Lesson 2 : Setting Aside Differences
OBJECTIVES
EN7RC-III-b8.1: Use one’s schema as basis for conjectures made about a text
EN7LC-III-b3.3/3.3.1Recognize main points and supporting ideas in the text
listened to
EN7VC-III-b-13: Determine the key message conveyed in the material viewed
EN7V-III-b13.11.1: Identify collocations used in a selection
EN7LT-III-b-5: Discover literature as a tool to assert one’s unique identity and to
better understand other people
EN7LT-III-b-5.2: Identify the distinguishing features of revolutionary songs, poems,
short stories, drama, and novels
EN7WC-III-b-2.1: Compose personal and factual recounts
EN7OL-III-b-3: Employ the appropriate oral language and stance in an interview, a
panel discussion, in a forum and in a debate
EN7G-III-b-1: Link sentences using logical connectors that signal chronological
and logical sequence and summation
DAY 1
Objectives:
EN7RC-III-b8.1: Use one’s schema as basis for conjectures made about a text
EN7LC-III-b3.3/3.3.1: Recognize main points and supporting ideas in the text listened to
.
INITIAL TASK
Task 1: Deliciously Different. Group the following foods according to their

origin. Use the three major islands of the Philippines as your guide.
dried mangoes Strawberries tuna

buko pie bagnet kinilaw
la paz batchoy mangosteen chicken inasal
durian yema cake lechon
cassava cake durian tart
Luzon Visayas Mindanao

SUGGESTED TASKS:
Task 2: A Sauce for a Cause. Listen to your teacher as she/he reads a short
article about the different sauces in the Philippines. List down all the sauces mentioned
in the article. Write your answers in the first column. Imagine that you will bring these
sauces to your place. What food do you think will be the perfect match for the sauce.
Sauce Filipino Food
Task 3: Bottled –up and Ready to Go. Work with partner. Accomplish the
Bottled-up Organizer with words related to the things that you want to learn in this
lesson.
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, page- 320.
DAY 2
Objectives
EN7VC-III-b-13: Determine the key message conveyed in the material viewed

EN7V-III-b13.11.1: Identify collocations used in a selection
EN7LT-III-b-5: Discover literature as a tool to assert one’s unique identity and to
Note: The students will watch a video clip (Byaheni Drew in China from News TV).
SUGGESTED TASKS:
Task 4: A Condiment for All Seasons. Work with a partner. List down all the
foods that will taste delicious when you use patis as a condiment. Share your answers
with the class.
Food
1.
Patis 2.
3.
4.
5.
6.
7.
Your Text
Task 5: You’re not Eating Your Words. Study the sentences related to the
selection that you are about to read. Complete the following sentences by choosing
the most appropriate words.
Task 6: Different but Delicious. Read “Where’s the Patis?” by Carmen

Guerrero- Nakpil. As you read the selection, stop on the “Wait” part and answer the
question/s.
Process Questions:
1. Which countries did the person in the selection visit?
2. What are some of the international foods mentioned in the story? Where did
they originate
3. Why do you think the person in the selection misses things from the
Philippines?
4. Why do you think “the Pinoy” in the selection will choose to eat with his
kababayan rather than in an expensive restaurant?
5. Where do you like to dine, in an expensive international restaurant or in a
Filipino restaurant?
6. Do you think food can be a way to settle differences among people? Why?
Why not?
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, pages-321-325.
DAY 3
Objective
EN7LT-III-b-5.2: Identify the distinguishing features of revolutionary songs, poems,

short stories, drama, and novels
SUGGESTED TASK:
Task 7: Listen up! I have a Story. Form five (5) groups. Study the following
notes on narrative writing. Perform task assigned to your group. Use the notes as your
guide when you do the assigned task.
Note: The teacher will input lesson on Elements of a Narrative Text.
Group Activity
Group 1 Setting the Table.
Group 2 Let’s Do Eat!

Group 3 In the Mood for Food.
Group 4 Condiments for Everyone.
DAY 4
Objective
EN7G-III-b-1: Link sentences using logical connectors that signal chronological and
logical sequence and summation
SUGGESTED TASK:
Task 8: Language Connections
Note: The teacher will input lesson on logical connectors.
A. Gastronomical Language. Read the following recipe. There is something

wrong with it. Work with partner. Find out these mistakes and correct them.
Clue: You need to change the location of the italicized words for you to
correct the paragraph.
B. Language Feast. Complete the following paragraph by adding the proper
logical connectors.
C. My Recipe for a Perfect Difference. Imagine that you have a friend from
another region in our country. Your friend just transferred to another place.
S/he said that s/he finds its difficult to live there. Give him/her an advice about
what s/he should do in such situation. Remind him/her also that the key to a
harmonious life with others is by setting aside differences. Write your advice
in a recipe paragraph form. Do not forget to use logical connectors.
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, pages-328-330
DAY 5
Objective
EN7WC-III-b-2.1: Compose personal and factual recounts
EN7OL-III-b-3: Employ the appropriate oral language and stance in an interview, a

SUGGESTED TASK:

Your Discovery Task
Task 9: Tastefully Different. Form five (5) groups, and work on your assigned task. Be
ready to present your output.
Group 1 Showdown of Differences. Imagine that you are advertisers. You are
tasked to create a poster advertising a certain popular food from your place. Include the
picture and the name of the food in your poster. Write also the unique features of your
food which can be enjoyed by other people of any age, social status, and different
culture. Prepare the poster. Be ready to present your output and explain it in front of the
class.
Group 2 Nutritionally Different. Imagine that you are advocates of good

nutrition. You are tasked to create a slogan indicating the different food from your place
and their nutritional value. Write the benefits that others may get in eating the food in
your place. Be ready to share your slogan with the class.
Group 3 A jingle for food. Imagine that your group is tasked by a company to
write a “catchy” jingle about the famous food in your place. Include how other people
from other place may enjoy your famous food. Include also the different unique
characteristics of the food that you eat. Rehearse with your group. Be ready to present
your output in front of the class.
Group 4 Recipe of love. Imagine that you are a travel officer of your
municipality. You are tasked to create a brochure recipes of the famous food in your
place. Be reminded that you need to write these recipes in paragraph form. Include
pictures that will entice other people to go to your place. Be ready to explain your
brochure in front of the class.
Group 5.Food for Thought. Imagine that you are advertisers. You are tasked to
create a TV commercial featuring a famous food in your place. As you do the
commercial, you need to include its unique features. Emphasize in your commercial
that other people from other places will surely enjoy your food. Practice your
commercial with your group. Be ready to present it in front of the clas
Your Final Tasks
Task 10. Note: Teacher will discuss salient points for interview.
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, pages-369-

370.
Summative Assessment
(Group Activity)
Conduct an interview based on the text “Where’s the Patis?”
1. If you will be given a chance to travel to another country, where will you go?
2. What specific Filipino trait are you proud of? Why?
3. Why do you think Filipinos love to eat rice? Do you think other countries like rice
too? Why? Why not?
Rubrics for an Interview
Criteria 4 3 2 1
Proper use of The interview The interview The interview The interview
Language uses logical uses logical uses logical uses logical
connectors connectors connectors connectors with
properly. with at least 1- with at least 4- 7 and more
3 mistakes. 6 mistakes. mistakes.
Content of The questions 1-5 questions 6-9 questions All questions
Questions are all related are not related are not related are not related
to topic. to the topic. to the topic. to the topic.
Organization The questions 1-5 questions 6-9 questions Organization of
of interview are arranged are not clearly are not clearly questions is not
in a clear and organized in organized in observed in the
logical the interview. the interview. interview.
manner.
Language The language Some of the Most of the The language
Style style used in language style language style style used in
the interview is in the interview in the interview the interview is
identifiably is not proper is not proper identifiably not
proper for the for the for the proper for the
audience and audience and audience and audience and
the the the the interviewee.
interviewee. interviewee. interviewee.
Delivery The interview The interview The interview The interview is
is well- is clear but has a little distracting due
delivered both there are few clarity to it but to unwanted
verbally and gestures not there are gestures and
non-verbally. proper for the some gestures failures in
interview. not proper for verbal
the interview. communication.

Lesson3: Embracing Diversity
OBJECTIVES
EN7RC-III-c-8.2: Use the universe of the text to activate one’s schema

EN7LC-III-c-6.2: Infer thoughts and feelings expressed in the text listened to
EN7VC-III-c-13: Determine the key message conveyed in the material viewed
EN7V-III-c13.11.1: Identify collocations used in a selection
EN7LT-III-c-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
EN7WC-III-c2.8.5: Compose a series of journal entries
EN7OL-III-c-3: Employ the appropriate oral language and stance in an interview, a
EN7G-III-c-2: Use the passive and active voice meaningfully in varied contexts
DAY 1
Objectives:
EN7RC-III-c-8.2: Use the universe of the text to activate one’s schema

EN7LC-III-c-6.2: Infer thoughts and feelings expressed in the text listened to
INITIAL TASK
Task 1: Picture Me A Word

Reference: English –Grade 7, Learner’s Material, First Edition, 2017, p. 336
SUGGESTED TASKS:
Task 2: Listen and Tell

a. Inform them that they are going to listen to a story that you are about to
read.
b. Remind them that they need to listen carefully during the first reading of
the story.
c. During the second reading , tell them to take down notes which will help
them in the next activity.
Listening Passage:
A rich middle-aged woman found herself sitting next to a black man on a

plane. She called the stewardess to complain about her seating.
“Whatseems to be the problem Madam?” asked the stewardess.
“Can’t you see?” she said “You’ve sat me next to a black man. I can’t
possibly sit next to this disgusting human. Find me another seat!”
“Please calm down Madam?” the stewardess replied. “The flight is very full
today, but I’ll tell you what I’ll do- I’ll go and check to see if we have any seats
available in club or first class.”
A few minutes later the stewardess returns with the good news, which she
delivers to the lady, who cannot help but look at the people around her with
arrogance: “Madam, unfortunately, as I suspected, economy is full. I’ve spoken to
the cabin services director, and club is also full. However, we do have one seat in
first class.
Before the lady has a chance to answer, the attendant turned to the black
man sitting next to herand said: “So if you’d like to get your things, sir, I have
your seat ready for you..?
At that point, the surrounding passengers stood and cheered while the black
guy walks up to the front of the plane.
-adapted from Respect Diversity
www.pravsworld.com
d. Instruct the students that you will read part of the story then they will tell
the feelings and thoughts of the characters.
1. “Can’t you see?” she said “You’ve sat me next to a black man. I can’t
possibly sit next to this disgusting human. Find me another seat!”
How does the character feel when she says that?
What is the character thinking when she says that?
2. “Please calm down Madam?” the stewardess replied. “The flight is very
full today, but I’ll tell you what I’ll do- I’ll go and check to see if we have
any seats available in club or first class.”
How does the character feel when she says that?
What is the character thinking when she says that?
3. At that point, the surrounding passengers stood and cheered while the
black guy walks up to the front of the plane. How does the character
feel when he hears that? What is the character thinking when he does
that?
Task 2. Listen to your teacher as he/she reads some parts of the story.
Write down how the character felt inside the heart and his/her thought inside the thought
bubble.
1.
Character:
2.
____________
Character:
3. ____________
Character:
____________
Adapted from How to Teach Making Inferences.docx

https://moodle.sturgeon.ab.ca/pluginfile
e. Call volunteers to share their answer

f. Process the activity by asking these questions:
1. Based on the thoughts and feelings of characters, what can you say
about them?
2. How do they respond or react to their differences?
Task 3: See-Saw Brainstorming

Task 4: Target A Chart

DAY 2
Objectives:

EN7V-III-c13.11.1: dentify collocations used in a selection
EN7LT-III-c-5: Discover literature as a tool to assert one’s unique identity and to
SUGGESTED TASKS:
Task 5: A Picture’s Worth a Thousand Words

Task 6: Matchmaker
Match the preposition to with the appropriate word to complete the following
sentences.
1. The landowner agreed to __________________ him as a caretaker to his farm
a. take b. took c. taken
2. After she received the news, Mary decided to ________________ her friend.
a. called b. call c. calling
3. Tony went to Vista Mall to ______________ his application letter.
a. filing b. filed c. file
4. He was able to ______________ the jar with water.
a. filled b. fill c. filling
5. James is sick but he still wanted to__________ to school.
a. went b. goes c. go

Task 7: A Story from the Heart
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, p. 339-342
On the Hot Seat (Process Questions)

DAY 3
Objective:
EN7LT-III-c-2.2: Explain how the elements specific to a genre contribute to the theme of
a particular literary selection
SUGGESTED TASK:
Task 7: A. Setting Up the Conflict

B. The Adventure Map of Plot
C. Search for the Theme
DAY 4
Objective:
EN7OL-III-c-3: Employ the appropriate oral language and stance in an interview, a

panel discussion, in a forum and in a debate.
SUGGESTED TASKS:
Task 8- Are You the Happiest Person in the World?

Reference: English –Grade 7, Learner’s Material, First Edition, 2017 p. 344
Modification:
A. Discuss briefly How to proceed with Panel Discussion

Reference: English –Grade 7, Learner’s Material, First Edition, 2017 p. 386
B. Form 5 groups. Assign roles to the members of the group:
1. Student
2. Public servant
3. Wealthy person
4. Religious leader
5. Farmer
Note: The assigned roles can be changed as long as it shows diversity.
Then, do a panel discussion on these issues:

1. Do you think differences among us will serve as hindrance for us to grow?
Why? Why not?
2. How can you make others happy?
Rubrics:
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, p. 339-
342
DAY 5
Objective:
EN7G-III-c-2: Use the passive and active voice meaningfully in varied contexts
SUGGESTED TASKS:
Task 9:– Language Connections

A. Activate: Analyze the following sentences:
Julio wrote a letter to his landlord.
The letter was carried by Jose.
1. What do you observe?

2. How are the sentences presented?
B.Oh My G!
Reference: English – Grade 7, Learner’s Material,

First Edition, 2017 p. 379
C. Tell Me!
Tell whether the verb in each sentence is the active or passive voice.
1. Manny Pacquiao gave honor to the Philippines.

2. The jeepney was creative innovation of a Filipino inventor.
3. A program was planned for the special occasion.
4. He sent me the money last week.
5. My mother got the letters from a balikbayan friend.
*Taken from LM, Q3, W3, 1st District
D. Change Me
Rules on changing active voice into passive voice
1. Identify the subject, the verb, and the object of the sentence (STVDO)
2. Use the object as the subject of the sentence.
3. Add the appropriate linking verb. Take note of the tense and the subject-verb
agreement.
4. Change the verb into the past participle form.
5. You can add the preposition by then put the subject as its object. If the subject
is a pronoun, you need to change it to its objective case.
Example: Linda buys a new dress. (Active)
A new dress is bought by Linda. (Passive)
She kicked the ball. (Active)
The ball was kicked by her. (Passive)
E.Transform Me! ( Guided Practice)

Change the sentences from active voice to passive voice.
1. The dancers entertained the guests.

2. Two police officers led the procession.
3. We celebrate Christmas every year.
4. The noise outside disturbed the students.
5. He found the missing envelopes.
*Taken from LM, Q3, W3, 1st District
F. Sentence Craft
Reference: English –Grade 7, Learner’s Material, First Edition, 2017 p. 379-380
YOUR DISCOVERY TASKS
Task 10: Differently The Same


YOUR FINAL TASK
Task 11: Embracing Each Other’s Differences.

Goal Your goal is to write a journal entry about embracing diversity

Role You are a tourist who travel to different places and experience the
lifestyles and culture of different people.
Audience Your audience are the readers of your blog who may be interested in the
culture and lifestyle of other people whom you met.
Situation You are a well-known tourist who goes around the Philippines to live with
other people and learn their diverse culture, religion and lifestyle.
Product You will write these experiences in a form of a journal.
Standards Your journal will be evaluated based on the following criteria:
conventions of journal writing, capitalization and punctuation, effective
written communication and reflection and thoughts.
 Ask the students to view this video to give them an idea:

a. Top 10 Philippine Culture and Tradition (https://youtu.be/mZ_9-mwC1ww)
B. Be reminded that you need to use active and passive voice in writing your journal
entry.
C. Use the Guideposts and Rubrics in writing journal entries.

Reference: English –Grade 7, Learner’s Material, First Edition, 2017, p315-316

Lesson 4: Responding to the Needs of Others
OBJECTIVES:
EN7RC-IIId-8.2: Use the universe of the text to activate oneʾs scheme

EN7LC-IIId-3.18: Determine the order of ideas as signaled by cues
EN7VC-IIId--13: Determine the key message conveyed in the material viewed
EN7V-IIId-13.8: Determine words or expressions with genus-species (
hyponymous) relations in a selection
EN7LT-IIId-5: Discover literature as a tool to assert one’s unique identity and to
EN7LT-IIId—2.2.2: Explain literary devices used
EN7WC-IIId--2.2.13 Compose an anecdote based on a significant personal experience
EN7OL-IIId--3: Employ the appropriate oral language and stance in an interview, a
EN7G-IIId--2: Use the passive and active voice meaningfully in varied contexts
DAY 1
Objective:
EN7LC-IIId-3.18.: Determine the order of ideas as signaled by cues.

INITIAL TASKS
Task 1: A Picture of You in My Mind

Instructions: The teacher will present a picture. The students will identify it and they
will answer on their notebook. Share their answers with their seatmate. Find out if they
have in common answers, discuss them in three minutes.
Task 2: Orderly Guessing
Instructions: The teacher will read series of events not arranged in their proper order .
The teacher will read the events twice. During the first reading the learners will listen,
while on the second reading they may take down notes. Arrange the events in their
proper order by listening closely to the clues in the sentences. Organize your answers
using the Ladder Chart.

DAY 2
Objective:
EN7VC-IIId-13: Determine the key message conveyed in the material viewed.
SUGGESTED TASKS:
Task 3: Hungry for Knowledge

- Note: Complete this Rice Graph by writing down the things that you would like
to learn including your expectations and targets for this lesson.
Your Text
Task 4: Imagine the Possibilities
- Accomplish the given summary of the story that you will read in the next
tasks. Use the words inside the parentheses as your guide.
DAY 3
Objectives :
EN7V-IIId-13.8 Determine words or expressions with genus species ( hyponymous)
relations in a selection.
EN7LT-IIId-5: Discover literature as a tool to assert one’s unique identity and to
SUGGESTED TASKS:
Your Text
Task 5: Wordy Bubble Vocabulary-

- Read the sentences with the underlined difficult words. Group the words
according to their types by putting them inside the Wordy Bubble Graph.
1. A famine came to their land, and everyone became so hungry.
2. An unexpected phenomenon happened which made me worried.
3. His shirt was smudged with dirt because of the mud in the farm.
4. After cutting the trees, five men hauled the big tree towards the river.
5. The muzzle of the horse keeps on getting in the water while it drinks.

6. There was a sudden drought that caused all the farms to dry up.
Wordy Bubble Vocabulary
Action
Words
Naming Words
Task 6: Fortune Telling Story ( Hunger in Barok by: N.V.M Gonzales)

(Assignment: Read the story Hunger in Barok by: N.V.M Gonzales)
DAY 4
Objectives :
EN7LT-IIId-5: Discover literature as a tool to assert oneʾs unique identity and to

EN7LT-IIId-2.2.2; Explain literary devices used.
SUGGESTED TASKS:
Task 7: Fortune Telling Story ( Hunger in Barok by: N.V.M Gonzales) – cont.
Task 8: The Moody Story, Toning In with the Writer, The T- Chart of Theme,
Locally Yours, Happy to Help! (Group Activity)
Reference: English- Grade 7, Learner’s Material, First Edition, 2017, pages 362-363.
DAY 5
Objectives:

EN7WC-IIID-2.2.13: Compose an anecdote based on a significant personal
experience.
EN7G-IIID-2: Use the passive and active voice meaningfully in varied contexts.
Final Task
Task 9: Write Me Down
Write an anecdote about the place where you visited last summer. Use the active and
passive voice in your anecdote.
Reference: English- Grade 7, Learner’s Material, First Edition, 2017, page 366
Rubrics for Rating the Anecdote:
CONTENT ORGANIZATION MECHANICS GRAMMAR

No.of words( 80- logical Spelling Passive and Active
100) voice
Narrative text coherent Punctuation S-V agreement
relevance capitalization
RATING 5 4 3 2 1
SCALE
Content All Three Two An indicator No indicator
indicators indicators indicators was met was met
were met were met were met
Organizatio All Three Two An indicator An indicator
n indicators indicators indicators was met was met
Mechanic All Three Two An indicator An indicator
Grammar All Three Two An indicator An indicator
Reference: Mobile Workshop Training on Instructional Materials (4th District)

Lesson 5 - Aiming to Be Socially Responsible
OBJECTIVES :
EN7RC-III-e-2.8: Make predictions about the text

EN7LC-III-e-3.6: Follow steps in a process
EN7VC-III-e-14 Make a stand on the material viewed
EN7V-III-e-13.8: Determine words or expressions with genus-species (hyponymous)
relations in aselection
EN7LT-III-e-5: Discover literature as a tool to assert one’s unique identity and to
EN7LT-III-e-2.2.2: Explain literary devices used
EN7WC-III-e- 2.2.13:Compose an anecdote based on a significant personal experience
EN7OL-III-e-3: Employ the appropriate oral language and stance in an interview, a
EN7G-III-e-3: Use direct and reported speech appropriately in varied contexts
DAY 1
Objective:
EN7VC-III-e-14: Make a stand on the material viewed
INITIAL TASK
Task 1:Think- Link-Share. ( p. 372) Look at the illustration below and be ready to
share your ideas with a partner.
What does it suggest?

How is it related to our society?
How can we help to make a change in this kind of situation?
Note: The teacher may provide strips of cartolina where ideas are written.
SUGGESTED TASKS:
Task 2: Listen and Tell: (p 372) Listen to your teacher reads selected
statements from the text
 Take note of the following points:

 The message of the speaker
 The stand of the speaker
 The speaker himself/herself
 Share your insights to class.

 Explore the thoughts or ideas.
Listen and Share: Listen to your teacher reads selected statements from the
text.
Instruction: The learners will be grouped with 4 members.
 Take note of the following points:
 The message of the speaker
 The stand of the speaker
* The speaker himself/herself
DAY 2
Objective:
EN7V-III-e-13.8:Determine words or expressions with genus-species (hyponymous)

relations in a selection
SUGGESTED TASKS:
Task 3: Treat Me: (p. 373) Match court room personnel in column A with the
synonyms in column B and with the dictionary meaning in column C.
Note: Pictures of the indicated words may be provided by the teacher.
Task 4: Vocabulary Exercise (p.373) Copy the words that are closely related to
the quoted expression below.
DAY 3
Objective:
EN7LT-III-e-5: 1. Discover literature as a tool to assert one’s unique identity and to

2. Make predictions about the text
3. Explain literary devices used
SUGGESTED TASKS:
Task 5: Literary Journey: (p. 374-377) Read “ My Father Goes To Court”
Comprehension Questions:
1. If you were the judge, what would be your judgment?
2. If you were the father, would you do the same? Why
3. Why did the judge dismiss the case?
4. What lesson did the rich man learn from this experience?
5. What did you feel after you read the story?
6. How does the gavel use in the story?

7. If you will be given a chance to use the gavel, in what instance in your life will you use
it?
Note::After reading , discuss literary devices

Literary Devices
Mood and Atmosphere is the prevailing feeling that is created in the story
Examples: humorous- this mood is silly and sometimes ridiculous
“ Do you or do you not agree that you have been stealing the spirit of
the complainant’s wealth and food” I do not!, Father said.
Symbol has two levels of meaning, a literal level and figurative level.
Characters, objects, events, and settings can all be symbolic in that they represent
something else beyond themselves
Examples:
He turned green when found a wallet.
All the world’s a stage

And all men and women merely players...
DAY 4
Objective:
EN7G-III-e-3: Use direct and reported speech appropriately in varied contexts
SUGGESTED TASKS:
Task 6: Language Connections

A. Video Clip: Watch the video clip and take note of the statements used
during a hearing/session in a courtroom. Ask them to classify whether the sentences
are in the direct and reported speech. Write your answer in an appropriate column.
Direct Speech Reported Speech

B. Oh My G! (Grammar Consciousness & Awareness) Study the
following examples in Direct and Reported Speech (This part is changed from the topic
active to passive to direct and reported speech)
Note: The teacher will input lesson on direct and reported speech.
C. Sentence Craft: Transform the following sentences from direct to

reported speech
DAY 5
Objective:
EN7WC-III-e- 2.2.13: Compose an anecdote based on a significant personal experience
SUGGESTED TASKS:
Task 7:A: “ All of Me”

Write an anecdote of your unforgettable mistake/s that helped and made you better.
Use direct and reported speech on your anecdote.
Scoring Guide for Anecdote
Indicators
CONTENT ORGANIZATION MECHANICS GRAMMAR
No of words (80- logical spelling Reported &direct speech
100)
Narrative text coherent punctuation S-V agreement
relevance Reflective thought capitalization Consistency of the Tenses
of the verb
Clear purpose clarity Choice of words Sentence construction
Rating Scale 5 4 3 2 1
Content All indicators 3 indicators 2 indicators An indicator No
were met were met were was met indicator
was met
Organization All indicators 3 indicators 2 indicators An indicator No
was met
Mechanics All indicators 3 indicators 2 indicators An indicator No
was met
Grammar All indicators 3 indicators 2 indicators An indicator No
was met
Task 7- B: All of Me
Write a “ rap” of your unforgettable mistakes that helped and made you better
Rating Scale for Writing A Rap

Excellent Very Needs
Skills Good (3) Fair (2)
(5) Good (4) Improvement (1)
1. Can rap
2. Can rap in
correct rhythm
3. Can write a rap
related to the given
topic
Task 7-C: Draw about your unforgettable mistakes that helped and made
you better.
Rating Scale for Drawing
Criteria/Skill 5 4 3 2 1
Understandin No significant Project wide Give Few No extension
g and omissions of ideas about adequate additional of ideas
Knowledge of ideas about the topic scope of ideas about about the
Work the topic ideas about the topic topic
the topic
Self-reliance Can be left to Needs Required Needed Unable to
and Initiative work alone minimal more proportionate work
supervision supervision amount of
teacher’s
time
Comments
Total
DAY 6
Objective:
EN7OL-III-e-3: Employ the appropriate oral language and stance in an interview, a

FINAL TASK
Task8: Photo Essay (pp 384-385) Group Activity

Preparatory activity for panel discussion
For Listening Text (not available in the teaching guide)
The teacher will select or pick conversational statements from the text .
Follow steps in a process.
Lesson 6 - Asserting One’s Identity in A Diverse Society
OBJECTIVES :
EN7RC-III-f-2.8: Make predictions about the text

EN7LC-III-f2.7: Sequence a series of events mentioned in the material listened to
EN7VC-III-f-14: Make a stand on the material viewed
EN7V-III-f-13.8: Determine words or expressions with genus-species (hyponymous)
EN7LT-III-f-5: Discover literature as a tool to assert one’s unique identity and to
EN7LT-III-f2.2.3: Determine tone, mood, technique, and purpose of the author
EN7WC-III-f2.2.14: Compose a travelogue
EN7OL-III-f3.4.1: Express ideas and opinions based on text listened to
EN7G-III-f-3: Use direct and reported speech appropriately in varied context
DAY 1
Objectives:
EN7VC-III-f-14: Make a stand on the material viewed

EN7RC-III-f-2.8: Make predictions about the text
INITIAL TASK
Task 1: Facts or Bluffs (page-390)
SUGGESTED TASKS:
Task 2: My Hero, Just Asking (page-391)
Task 3: Predicting Outcomes ( page-392)
Reference: English –Grade 7, Learner’s Material, First Edition, 2017, pages- 390-392

DAY 2
Objectives:
EN7OL-III-f3.4.1: Express ideas and opinions based on text listened to

EN7LC-III-f2.7: Sequence a series of events mentioned in the material listened to
SUGGESTED TASKS:
Task: Tell the learners that they will listen to a set of events not arranged in order.
During the first reading, they will just listen to the teacher. During the second
reading, remind them that they need to take down notes and look for the words in
the sentences that signal their order. Ask the learners to share their answers in front
of the class. Process the activity by pointing out the clues that help them arrange the
event in order.
Listen to the teacher as s/he reads the listening text.
Listening text
1. The next day, he asked his son to go with him.

2. Finally, Jose was very happy to be with his father on this adventure.
Question:
3. One day, Julio prepared a letter for his friend.
4. After that, he went to sleep to prepare for his journey.
Possible Answer
1. One day, Julio prepared a letter for his friend.

2. After that, he went to sleep to prepare for his journey.
3. The next day, he asked his son to go with him.
4. Finally, Jose was very happy to be with his father on this adventure.
Note: The teacher will discuss salient points on logical connectors. (page 328-329)
Supplemental Activity
Complete the following paragraph using chronological connectors.

____________(1) The Filipinos love to travel in different places. ______ (2), they will
find interesting places and people. ______(3), they will be friends with others.
____(4), they will try to blend with their way of life. ____(5), they will be able to live
with them in harmony.
Answer: (1) First, (2) Then, (3) After that, (4) Next, (5) Finally
DAY 3
Objectives:
EN7V-III-f-13.8: Determine words or expressions with genus-species (hyponymous)

EN7LT-III-f-5: Discover literature as a tool to assert one’s unique identity and to better
understand other people
EN7LT-III-f2.2.3: Determine tone, mood, technique, and purpose of the author
SUGGESTED TASKS:
Task 4: My Word Map. Complete the word map by answering what is called for.
Choose the idea from the word pool below. (pages 392-393)
An illustration to My word in a
represent my sentence
word
word
A synonym for my word

Definition
bright trusted grateful
unbreakable shy anxious
friendship steady serious

Task 5: Line Match. Using the line, connect the given word with the related
ideas on both sides.(page 393)
boys
Lope
mall mother
Dapitan
A bunch of
mangosteen
Your Text
Task 6: Reading Time! In this lesson you will either agree or disagree with the
author’s ideas. In your childhood you will recall how you played with your mates at
home and in school. Share with the class your most unforgettable experience with
your friends.(pages 394-396)
DAY 4

Objective :
EN7G-III-f-3: Use direct and reported speech appropriately in varied context
SUGGESTED TASKS:
Task7: Language connections
A. Analyze the following conversations between Rizal and Lope.
Rizal Lope
“Let us go to your mother,” Rizal Rizal said that they to go to her

said. mother.
Rizal Lope
“Would you like to learn other Rizal said if they like to learn other
language besides Spanish?” said language besides Spanish.
Rizal.
1. What do you observe about the lines of Rizal? Lope? How are the lines of Rizal
presented? How about Lope?
2. What tense of the verb was used in the lines of Rizal? Lope? Which of the
characters used direct speech? Reported speech?
Note: The teacher will discuss salient points on direct speech and reported
speech.(page, 365)
B. Analyze the given sentences. Change the direct speech to reported

speech or vice versa.
1. “I’ll teach you another if you can stay with me half an hour every day about this
time.” Rizal said.
2. “Let us study English,” suggested Lope.
3. “What is the matter, Lope?” ask their teacher.
4. “My mother cannot see these days, says Lope.
5. “Don’t worry too much Lope”, said his friend.
6. Felix asked what language he will study.
7. Lope asked what the name of her mother’s doctor was.
8. Lope cried excitedly that someone was there to help them.
9. Lope heard his friend that her mother will require only a simple operation.
10. Rizal asked if they like to learn other language besides Spanish.
(Group Activity)
Task 8 : Field Reporting
Form four (4) groups. Each group will assign one field reporter who will act as
an interviewer and one (1) interviewee. Use direct and reported speech. Have
an exciting field reporting for 10 minutes. Take note of the illustration below.
News
m here live in Dapitan. I’m asking Lope about his mother who cannot see these days. She is almost blind.
Criteria for Evaluation
1. Content (complexity and originality of ideas) 5 points
2. Organization (logical sequence of ideas) 5 points
3. Language (use of direct and reported speech) 5 points
4. Verbal and non-verbal (voice projection, facial
expressions, gestures) 5 points
20 points
DAY 4
Objective:
EN7WC-III-f2.2.14: Compose a travelogue
Note: The teacher Last month, aI sample

will provide went totravelogue.(page
a town in Rizal. 366) I saw that
there are some kids who have nothing to eat. I
approached one kid and gave him some bread. He said,
“Kuya, thank you for the bread”. I was so happy that I
could give him something. A girl beside the boy said that
she also wanted to eat bread. I gave piece of bread. She
thanked me with her smile. I felt really happy helping
Task 9 : My Travelogue.
Imagine that you are a rich and famous person who travels to help people
around the Philippines. Write a one page travelogue stating how you helped other
people, and how you affected them. Your sentences should contain the statements of
the people you helped pretending that you’ve asked them using the direct and indirect
speech. Present output to the class.
Criteria for evaluation
1. Content (complexity and originality of ideas) 5 points
2. Organization (logical sequence of ideas) 5 points
3. Language (use of direct and reported speech) 5 points
4. Mechanics (indention, capitalization, and punctuation) 5 points
_________
20 points
Reference: English 7 OHSP LM. Final, page, 117

Lesson 7 - Acknowledging one’s Identity
OBJECTIVES:
EN7RC-III-g-9 Identify the author’s intentions for writing

EN7RC-III-g-2.13 Distinguish fact from opinion, fantasy from reality in the text
EN7LC-III-g-7.1 Identify the persons speaking and addressed, and the stand of the
speaker based on explicit statements made
EN7VC-III-g-14 Make stand on the material viewed
EN7V-III-g-13.11.2 Identify words or expressions with part- whole (partitive) relations
EN7LT-III-g-5 Discover literature as a tool to assert one’s unique identity and to
EN7WC-III-g-2.2.14 Compose a travelogue
EN7OL-III-g-3.4.1 Express ideas and opinions based on text listened to
EN7G-III-g-3 Use direct and reported speech appropriately in varied context
DAY 1
Objectives:
EN7VC-III-g-14 Make stand on the material viewed

EN7LC-III-g-7.1 Identify the persons speaking and addressed, and the stand of the
EN7OL-III-g-3.4.1 Express ideas and opinions based on text listened to
INITIAL TASK
Task 1.Setting of the Mood

Materials:http://www.JustOnewayTicket.com-philippines-paradiseIsland & Beaches
Watch the video that the teacher will show you and then answer the following
questions:
1. What is shown in the video?
2. Did you like the video? Why or why not?
Students will have a small group discussions to share their stand on the video.
Task 2.Statements Play

Materials: Teacher ‘s Recorded audio

The students will listen to an audio recording of the selected statements from the
text “The Mats”. Then they will Identify who is speaking on the text they listened to.
Finally , they will write a paragraph about their stand on the video they watched.
Note: The teacher will record selected lines from the text The mats
Teacher will provide strips of cartolina with written selected statements
DAY 2
Objectives:
EN7LT-III-g-5 Discover literature as a tool to assert one’s unique identity and to

EN7LT-III-g-2.3 Draw similarities and differences of the featured selections in
relation to the theme
EN7V-III-g-13.11.2 Identify words or expressions with part- whole (partitive) relations
EN7RC-III-g-9 Identify the author’s intentions for writing
SUGGESTED TASKS:
Task 3: Vocabulary Enrichment
A. Demonstrate/ act out the following phrase:

a. Breathing heavily
b. Bending over
c. Animation and lively talk
d. One swift movement of the scissors
e. Breathless exclamation of delight
B. Give situations where the phrases demonstrated can be used.
C. Guess Me
The class will be divided into 10 small groups. Then, the teacher will
show pictures of the situations wherein the vocabulary words discussed can be seen.
The group will guess the answer and write in a slate board. The group who can get the
highest score will be the winner.
Note : The teacher will be the one to look for the situations to be used in the
game.
Task 4. Literary Journey

Reference: Learning Plan in English 7 by Annabel E. Salamida
pp. 163-168
Read the story “The Mats” by Francisco Arcillana.

Reflect and answer the questions that follow.
Motivation Question:
What do you remember every time November 2 comes?
Note: The teacher may ask about the learners’ experiences in remembering their dead
loved ones. Let the students listen to similarities and differences of their experiences.
The Mats
By: Francisco Arcellana
1 For the Angeles family, Mr. Angeles'; homecoming from his periodic inspection trips was always
an occasion for celebration. But his homecoming-from a trip to the South--was fated to be more
memorable than, say, of the others.
He had written from Mariveles: "I have just met a marvelous matweaver-a real artist--and I shall
have a surprise for you. I asked him to weave a sleeping-mat for every one of the family. He is using
many different colors and for each mat the dominant color is that of our respective birthstones. I am
sure that the children will be very pleased. I know you will be. I can hardly wait to show them to you."
Nana Emilia read the letter that morning, and again and again every time she had a chance to
leave the kitchen. In the evening when all the children were home from school she asked her oldest son,
José, to read the letter at dinner table. The children became very much excited about the mats, and
talked about them until late into the night. This she wrote her husband when she labored over a reply to
him. For days after that, mats continued to be the chief topic of conversation among the children.
Finally, from Lopez, Mr. Angeles wrote again: "I am taking the Bicol Express tomorrow. I have the
mats with me, and they are beautiful. God willing, I shall be home to join you at dinner."
The letter was read aloud during the noon meal. Talk about the mats flared up again like wildfire.
"I like the feel of mats," Antonio, the third child, said. "I like the smell of new mats."
"Oh, but these mats are different," interposed Susanna, the fifth child. "They have our names
woven into them, and in our ascribed colors, too."
The children knew what they were talking about: they knew just what a decorative mat was like; it
was not anything new or strange in their experience. That was why they were so excited about the
matter. They had such a mat in the house, one they seldom used, a mat older than any one of them.
This mat had been given to Nana Emilia by her mother when she and Mr. Angeles were married,
and it had been with them ever since. It had served on the wedding night, and had not since been used
except on special occasions.
It was a very beautiful mat, not really meant to be ordinarily used. It had green leaf borders,
and a lot of gigantic red roses woven into it. In the middle, running the whole length of the mat, was
the lettering: Emilia y Jaime Recuerdo. The letters were in gold.
3 Nana Emilia always kept that mat in her trunk. When any one of the family was taken
ill, the mat was brought out and the patient slept on it, had it all to himself. Every one of the
children had some time in their lives slept on it; not a few had slept on it more than once.
Most of the time the mat was kept in Nana Emilia's trunk, and when it was taken out and spread
on the floor the children were always around to watch. At first there had been only Nana Emilia to see
the mat spread. Then a child--a girl--watched with them. The number of watchers increased as more
children came.
The mat did not seem to age. It seemed to Nana Emilia always as new as when it had been laid
on the nuptial bed. To the children it seemed as new as the first time it was spread before them. The
folds and creases always new and fresh. The smell was always the smell of a new mat. Watching the
intricate design was an endless joy. The children's pleasure at the golden letters even before they
could work out the meaning was boundless. Somehow they were always pleasantly shocked by the
sight of the mat: so delicate and so consummate the artistry of its weave.
Now, taking out that mat to spread had become a kind of ritual. The process had become
associated with illness in the family. Illness, even serious illness, had not been infrequent. There had
been deaths...
2 In the evening Mr. Angeles was with his family. He had brought the usual things home with
him. There was a lot of fruits, as always (his itinerary carried him through the fruit-growing provinces):
pineapples, lanzones, chicos, atis, santol, sandia, guyabano, avocado, according to the season. He had
also brought home a jar of preserved sweets from Lopez.
Putting away the fruit, sampling them, was as usual accomplished with animation and lively talk.
Dinner was a long affair. Mr. Angeles was full of stories about his trip but would interrupt his tales
with: "I could not sleep nights thinking of the young ones. They should never be allowed to play in the
streets. And you older ones should not stay out too late at night."
The stories petered out and dinner was over. Putting away the dishes and wiping the dishes and
wiping the table clean did not at all seem tedious. Yet Nana and the children, although they did not
show it, were all on edge about the mats.
Finally, after a long time over his cigar, Mr. Angeles rose from his seat at the head of the table
and crossed the room to the corner where his luggage had been piled. From the heap he disengaged a
ponderous bundle.
3 Taking it under one arm, he walked to the middle of the room where the light was brightest.
He dropped the bundle and, bending over and balancing himself on his toes, he strained at the cord
that bound it. It was strong, it would not break, it would not give way. He tried working at the knots.
His fingers were clumsy, they had begun shaking.
He raised his head, breathing heavily, to ask for the scissors. Alfonso, his youngest boy, was to one
side of him with the scissors ready.
Nana Emilia and her eldest girl who had long returned from the kitchen were watching the
proceedings quietly.
One swift movement with the scissors, snip! and the bundle was loose.
Turning to Nana Emilia, Mr. Angeles joyfully cried: "These are the mats, Miling." Mr. Angeles
picked up the topmost mat in the bundle.
"This, I believe, is yours, Miling."

3 Nana Emilia stepped forward to the light, wiping her still moist hands against the folds of her
skirt, and with a strange young shyness received the mat. The children watched the spectacle silently
and then broke into delighted, though a little self-conscious, laughter. Nana Emilia unfolded the mat
without a word. It was a beautiful mat: to her mind, even more beautiful than the one she received
from her mother on her wedding. There was a name in the very center of it: EMILIA. The letters were
large, done in green. Flowers--cadena-de-amor-were woven in and out among the letters. The border
was a long winding twig of cadena-de-amor.
The children stood about the spreading mat. The air was punctuated by their breathless
exclamations of delight.
"It is beautiful, Jaime; it is beautiful!" Nana Emilia's voice broke, and she could not say any more.
"And this, I know, is my own," said Mr. Angeles of the next mat in the bundle. The mat was rather
simply decorated, the design almost austere, and the only colors used were purple and gold. The letters
of the name Jaime were in purple.
"And this, for your, Marcelina."
Marcelina was the oldest child. She had always thought her name too long; it had been one of her
worries with regard to the mat. "How on earth are they going to weave all of the letters of my name into
my mat?" she had asked of almost everyone in the family. Now it delighted her to see her whole name
spelled out on the mat, even if the letters were a little small. Besides, there was a device above her
name which pleased Marcelina very much. It was in the form of a lyre, finely done in three
colors.Marcelina was a student of music and was quite a proficient pianist.
7 "And this is for you, José."
José was the second child. He was a medical student already in the third year of medical school.
Over his name the symbol of Aesculapius was woven into the mat.
"You are not to use this mat until the year of your internship," Mr. Angeles was saying.
"This is yours, Antonia."
"And this is yours, Juan."
"And this is yours, Jesus."
Mat after mat was unfolded. On each of the children's mats there was somehow an appropriate
device.
At least all the children had been shown their individual mats. The air was filled with their excited
talk, and through it all Mr. Angeles was saying over and over again in his deep voice:
"You are not to use these mats until you go to the University."
Then Nana Emilia noticed bewilderingly that there were some more mats remaining to be
unfolded.
"But Jaime," Nana Emilia said, wondering, with evident repudiation, "there are some more mats."

8 Only Mr. Angeles seemed to have heard Nana Emilia's words. He suddenly stopped talking, as if
he had been jerked away from a pleasant fantasy. A puzzled, reminiscent look came into his eyes,
superseding the deep and quiet delight that had been briefly there, and when he spoke his voice was
different.
"Yes, Emilia," said Mr. Angeles, "There are three more mats to unfold. The others who aren't
here..."
Nana Emilia caught her breath; there was a swift constriction in her throat; her face paled and she
could not say anything.
The self-centered talk of the children also died. There was a silence as Mr.
Angeles picked up the first of the remaining mats and began slowly unfolding it.
The mat was almost as austere in design as Mr. Angeles' own, and it had a name. There was no
symbol or device above the name; only a blank space, emptiness.
The children knew the name. But somehow the name, the letters spelling the name, seemed
strange to them.
Then Nana Emilia found her voice.
"You know, Jaime, you didn't have to," Nana Emilia said, her voice hurt and surely frightened.
4 Mr. Angeles held his tears back; there was something swift and savage in the movement.
"Do you think I'd forgotten? Do you think I had forgotten them? Do you think I could forget them?
"This is for you, Josefina!
"And this is for you, Victoria!
"And this is for you, Concepcion."
Mr. Angeles called the names rather than uttered them.
"Don't, Jaime, please don't," was all that Nana Emilia managed to say.
"Is it fair to forget them? Would it be just to disregard them?" Mr. Angeles demanded rather than
asked.
5 His voice had risen shrill, almost hysterical; it was also stern and sad, and somehow vindictive.
Mr. Angeles had spoken almost as if he were a stranger.
Also, he had spoken as if from a deep, grudgingly-silent, long-bewildered sorrow.
The children heard the words exploding in the silence. They wanted to turn away and not see the
face of their father. But they could neither move nor look away; his eyes held them, his voice held them
where they were. They seemed rooted to the spot.
Nana Emilia shivered once or twice, bowed her head, gripped her clasped hands between her
thighs.

There was a terrible hush. The remaining mats were unfolded in silence. The names which were
with infinite slowness revealed, seemed strange and stranger still; the colors not bright but deathly dull;
the separate letters, spelling out the names of the dead among them, did not seem to glow or shine
with a festive sheen as did the other living names.
Task 5. Comprehension Check
1. What presents did Mr. Angeles bring home for the family?
2. Why was the homecoming memorable?
3. What was so special of the mat of Nana Emilia?
4. What were than sad moments experienced by the family that were associated with this
mat?
5. What made these mats special and unique?
6. What is the purpose of the author in writing the story?
Task 6. Vocabulary Enrichment
List down at least 5 words or expressions with part-whole relations from the text.
Example: a lot of gigantic red roses
1. _______________
2. _______________
3. _______________
4. _______________
5. _______________
Task 7. Making Comparisons
A. Write down the similarities and differences among the mats using the
table below.
Features of Nana Miling Marcelina Jose 3 Dead

Mats Children
B.Describe the relationship among the members of the Angeles family

using the sociogram. Include the following details.
Names of Relationship Qualities/ Attitudes/ Family

the Family to Each Other Characteristics Reactions Issues
Members Toward the
Members
Mr. Angeles Father Loving, Very caring How to
thoughtful remember
the dead
children
Nana Emilia
Marcelina
Jose
Juan
Jesus
Note: The Teacher may provide strips of cartolina with written answers as the learners’
options to fill out the sociogram.
Criteria for Evaluation:
I. Correctness of Information 5pts

II. Clarity of relationships between and among characters 5pts
III. Correctness of Ideas 5pts
IV. Creativity of Presentation 5pts
20 pts
A. Draw the mats that show the differences and similarities among the members of the
Angeles family.
Nana Emilia Marcelina Jose Juan Jesus
Rating Scale for Drawing:
Criteria/Skill 5 4 3 2 1
Understanding No significant Project wide Give adequate Few additional No
and omissions of ideas about the scope of ideas ideas about the extension
Knowledge of ideas about topic about the topic topic of ideas
Work the topic about the
topic
Self-reliance Can be left to Needs minimal Required more Needed Unable to
and Initiative work alone supervision supervision proportionate work
amount of
teacher’s time
Comments
Total
DAY 5

Objective:
Compose a travelogue
Task 8. Compose a Travelogue

Group 1: Fill out the table below
TIME VENUE/PLACE ACTIVITY

Example: Fort Santiago Tour of Dr. Jose Rizal’s
8:00-9:00 Prison Cell
Group 2: Compose a detailed travelogue. about your travel last summer.
Group 3. Compose an essay about the travel shared by your classmate/ partner

Lesson 8 - Balancing Biodiversity
OBJECTIVES :
EN7RC-III-h2.13: Distinguish fact from opinion, fantasy from reality in the text
EN7LC-III-h-7.1: Identify the persons speaking and addressed, and the stand of the
EN7VC-III-h-14: Make a stand on the material viewed
EN7V-III-h13.11.2: Identify words or expressions with part-whole (partitive) relations
EN7LT-III-h-5: Discover literature as a tool to assert one’s unique identity and to
EN7LT-III-h-3: Explain how a selection may be influenced by culture, history,
environment, and other factors
EN7WC-III-h2.2.15: Compose a personal letter to a friend, relative, and other people
EN7OL-III-h1.3.1: Raise sensible, challenging thought provoking questions in public
Forums/panel discussions, etc.
EN7G-III-h-3: Use the past and past perfect tenses correctly in varied contexts
DAY 1
Objectives:
EN7RC-III-h2.13: Distinguish fact from opinion, fantasy from reality in the text
EN7LC-III-h-7.1: Identify the persons speaking and addressed, and the stand of the
EN7VC-III-h-14: Make a stand on the material viewed
EN7V-III-h13.11.2: Identify words or expressions with part-whole (partitive) relations
INITIAL TASK

Task 1
A. Give your insights about Rice. Write your ideas on each arrow of the
graphic organizer.
Guide Question: What are the things you know about rice ?
RICE
B. From the given answers in the above activity, distinguish which

statements are facts and/or opinions. Write your answers in the appropriate box below.
FACTS OPINIONS
1. Rice is our staple food. 1. Everybody loves rice.
2. 2.
3. 3.
4. 4.
5. 5.
SUGGESTED TASKS:
Task 2: Be a Part
Partitive refers to a part of a whole, for example a slice of bacon, a series
of accidents, some of the children.
Underline the partitive expressions in the following sentences.
1. The proportion of carbon dioxide in the atmosphere has increased by thirty

percent due to burning of coal, oil, and gas.
2. I read a piece of information about saving the earth.

3. The earth received a torrent of abuse from people due to ignorance.
4. As part of the reforestration program, the government extended the boundaries
of the National Park to the north.
DAY 2
EN7LT-III-h-5: Discover literature as a tool to assert one’s unique identity and to

EN7LT-III-h-3: Explain how a selection may be influenced by culture, history,
environment, and other factors
SUGGESTED TASKS:
Task 3 : Reading
Rice by Manuel E. Arguilla
Slowly, Pablo unhitched the carabao from the empty sled. He laid a horny palm
on the back of the tired animal; the thick; coarse-haired skin was warm and dry like sun
heated earth. The carabao by quietly, licking with its dark colored tongue and beads of
moisture that hung on the stiff hairs around its nostrils. Dropping the yoke inside the
sled, Pablo led the beast to a young tamarind tree almost as high as nipa hut beside it.
A bundle of fresh green zacate lay under the tree and the carabao began to feed upon it
hungrily. Pablo watched the animal a moment, half listening to its snuffling as it buried
its mouth in the sweet-smelling zacate. A sudden weakness came upon him and black
spots whirled before his eyes. He felt so hungry he could have gone down on his knees
beside the carabao and chewed the grass. ;Eat,; he said in a thin, wheezy voice.; You
can have all the grass you want.; He slapped the animal, smooth, fat rump, and turned
to the house, his hand falling limpy to his side.
Sebia,; he called, raising his voice until it broke shrilly, ;Sebia
No answering voice came from the hut. He bent low to pass under a length of
hard bamboo used as a storm prop, muttering to himself how careless of his wife it was
to leave the house with the door open. Toward the side where the prop slanted upward
against the eaves, the hunt leaned sharply. The whole frail structure in fact looked as

though it might collapse at any moments. But this year it has weathered four heavy
storms without any greater damage than the sharp inclined toward the west, and that
has been taken care of by the prop. As he looked at the house, Pablo did not see how
squalid it was. He saw the snapping nipa walls, the shutterless windows, the rotting floor
of the shaky batalan, the roofless shed over the low ladder, but there were familiar
sights that had ceased to arouse his interest.
He wiped his muddy feet on the grass that grew knee deep in the yard. He could
hear the sound of pounding in the neighboring hut and, going to the broken-down fence
that separated the two houses, he called out weakly,; Osiang, do you where my wife
and children have gone?;Eh?; What is it Mang Pablo?; Te loud voice of a woman broke
out the hut. You are home already? Where are your companions? Did you see my
husband? Did you not come together? Where is he? Where is the shameless son-of-a-
whore? Andres is talking with some of the men at the house. Osiang, do you know
where Sebia and the children are?
Why doesn’t he come home?; He knows I have been waiting the whole day for the rice
he is bringing home! I am so hungry I cannot even drag my bones away from stove.
What is he doing at the house of Elis, the shameless, good for nothing son-of-a-whore?
Pablo moved away from the fence, stumbling a little, for the long blades of grass got in
his way. ;There is no rice, Osiang, he called back wheezily over his shoulder, but
evidently the woman did not hear him, for she went on talking:;Mang Pablo, how many
cavanes of rice did you borrow? Sebia told me you are to cook the rice as soon as you
came home. She went with thechildren to the creek for snails. I told them to be careful
and throw away whatever they gather if they see a watchman coming. God save our
souls! What kind of life is this when we cannot even get snails from the fields? Pay a
multa of five cavanes for a handful of snails!; Osiang spat noisily through the slats of her
floor. She had not once shown her face. Pablo could hear her busily pounding in a little
stone mortar.
There is no rice, Osiang, he whispered. He felt too tired and weak to raise his voice.
He sat on the ladder and waited for his wife and children. He removed his rain-stained
hat of buri palm leaf, placing it atop one of the upright pieces of bamboo supporting the
steps of the ladder. Before him, as far as his uncertain gaze could make out, stretched
the rice fields of the Hacienda Consuelo. The afternoon sun brought out the gold in the
green of the young rice plants. Harvest time was two months off and in the house of
Pablo there was no rice to eat...
That morning he and several other tenants had driven over with their sleds to the house
of the Senora to borrow grain. The sleds had been loaded with the cavanes of rice.
Pablo remembered with what willingness he had heaved the sacks to his sled-five
sacks-the rice grains bursting through the tiny holes of the juice covers. Then the
announcement:
Five sacks of rice borrowed today become ten at harvest time.

We have always borrowed tersiohan - four cavanes become six,; the man had repeated
over and over. Although they used to find even this arrangement difficult and
burdensome, they now insisted upon it eagerly.
Tersiohan; they had begged.
Not takipan - that is too much. What will be left to us?
The storms have destroyed half of my rice plants...
;I have six children to feed...
;Five becomes ten,; the encargado said, ;Either that or you get no rice.
They had gathered around Elis. In the end every man had silently emptied his loaded
sled and prepared to leave.
The senora had come out, her cane beating a rapid tattoo on the polished floor of the
porch; she was an old woman with a chin that quivered as she spoke to them, lifeless
false teeth clenched tightly in her anger.
;Do you see those trucks?; she had finished, pointing to three big red trucks under the
mango tree in the yard. ;If you do not take the rice today, tonight the trucks will carry
every sack in sight to the city. Then I hope you all starve you ungrateful beasts!
It was Elis who drove away first. The others followed. The sacks of rice lay there in the
yard in the sun, piled across each other..
;Mang Pablo,; loud voice of Osiang broke again, you cooking rice yet? If you have no
fire, come here under the window with some dry ice straw and I;ll give you two of three
coals from my stove. I am boiling a pinchful of bran. It will do to check my hunger a bit
while I wait for that shameless Andres.
;Wait, Osiang, Pablo said, and finding this mouth had gone dry, he stepped into the
kitchen and from the red clay jar dipped himself a glass of water. He came down with
the sheaf of rice straw in his fist. Passing the tamarind tree, he pulled down a lomb
covered with new leaves, light green and juicy. He filed his mouth with them and walked
on to Osiang hut, munching the sourish leaves.
;here I am, Osiang,; he said, but he had to strike the wall of the hut before he could
attract the attention of Osiang, who had gone back to her pounding and could not hear
Pablo’s weak, wheezy voice.
She came to the window talking loudly. Her face, when she looked out, was a dark,
earthy brown with high, sharp cheekbones and small pig-like eyes. She had a wide
mouth and large teeth discolored from smoking tobacco. Short, graying hair fell straight
on either side of her face, escaping from the loose knot she had at the back of her head.
A square necked white cotton dress exposed half of her flat, bony chest.

Whoresone!; she exclaimed, as one of the pieces of coal she was transferring from a
coconut shell to the straw in Pablo’s hand rolled away.
Pablo looked up to her and wanted to tell her again that there was no rice, but he could
not bring himself to do it. Osiang went back to her pounding after all. He spat out the
greenish liquid. It reminded him of crushed caterpillars
Smoke began to issue forth fro the twisted straw in his hand. He was preparing to climb
over the intervening fence when he saw Andres coming down the path from the
direction of Eli;s house. The man appeared excited. He gestured with his arm to Pablo
to wait for him.
Pablo drew back the leg he had over the fence. The smoking sheaf of straw in his hand,
he went slowly to meet Andres. Osiang was still pounding in her little stone mortar. The
sharp thudding of the stone pestle against the mortar seemed to Pablo unnaturally loud.
Anders had stopped beneath the clump of bamboo some distance from his hut. He
stood beside his carabao - a much younger man than Pablo - dark, broad, squat. He
wrote a printed camisa de chino, threadbare at the neck and shoulders, the sleeves cut
short above the elbows so that his arm hung out, thick-muscled awkward.<br>
;Are you coming with us?; he asked Pablo, his voice granting in his throat as he strove a
speak quietly. There was in his small eyes a fierce, desperate look that Pablo found to
meet
;Don;t be a fool, Andres,; he said, coughing to clear his throat and trying to appear calm
Andres breathed hard. He glared at the older man. But Pablo was looking down at the
smoking straw in his hand. He could feel the heat steadily increasing and he shifted his
hold farther from the burning end. Andres turned to his carabao with a curse. Pablo took
a step forward until he stood close to the younger man.;What can you do Andres?; he
said.;You say you will stop the trucks bearing the rice to the city. That will be robbery.
;Five cavanes paid back double is robbery too, only the robbers do not go to jail<br>
Perhaps there will be a killing
;We will take that chance
;You will all be sent to bilibid
;What will become of the wife and the children behind? Who will feed them?
They are starving right now under our very eyes
;But you are here with them
;That is worse.

The smoke from the burning rice straw got into Pablos mouth and he was shaken a fit of
coughing ;What do you hope to gain by stealing a truck load of rice? he asked when he
recovered his breath
Food,; Andres said tersely
;Is that all?
;Food for our wives and children. Food for everybody. That is enough!
;What will happen if the stolen rice is gone? Will you go on robbing?
;It is not stealing. The rice is ours.
The straw in Pablo;s hand burst into sudden flame. He threw it away. It fell in path, the
fire dying out as the straw scattered and burning coals rolled in all directions.
;I must get some rice straws Pablo said in his thin, wheezy voice.;Osiang, your wife is
waiting for you
As he turned to leave, Andres whispered hoarsely to him; before the moon rises tonight,
the first truck will pass around the bend by the bridge
Pablo did not look back. He had seen his wife and three children approaching the hut
from the fields. They were accompanied by a man. He hurried to meet them. A moment
later the loud voice of Osiang burst out of the hut of Andres, but Pablo had no ear for
other things just then. The man with his wife was the field watchman
;They were fishing in the fields,; the watchman said stolidly, He was a thickset, dull-
faced fellow clad in khaki shirt and khaki trousers.;You will pay a fine of five cavanes
;We are only gathering snails,; Sebia protested sobbing. She was wet. Her skirt clung to
her thin legs dripping water and slow trickle of mud
;Five cavanes,; the watchman said.;I came to tell you so that you will know speaking to
Pablo. He turned and strode away
Pablo watched the broad, khaki covered back of the watchman.;I suppose he has to
earn his rice too,; he said in his wheezy voice, feeling an immense weariness and
hopelessness settle upon him
He looked at his wife, weeping noisily, and the children streak with dark-blue mud, the
two older boys thin like sticks, and the youngest a girl of six. Five cavanes of rice for a
handful of snails! How much is five cavanes to five hungry people?
;Itay, I;m hungry; Sabel, the girl said. The two boys looked up at him mutely. They were
cold and shivering and full of the knowledge of what had happened
;I was just going to get fire from Osiang,; Pablo heard himself say
You have not cooked the rice?; Sebia asked, moving wearily to the ladder
;There is no rice
Sebia listened in silence while he told her why there was no rice
Then what were you going to cook with the fire?; she asked finally
;I don;t know,; he was forced to say.;I thought I would wait for you and the children
;Where shall we ever get the rice to pay the multa?; Sebia asked irrelevantly. At their
feet the children began to whimper
Itay, I;m hungry,; Sabel repeated
Pablo took her up his arms. He carried her to the carabao and placed her on its broad,
warm back. The child stopped whimpering and began to kick with her legs. The carabao
switched its tails, he struck with its mud-encrusted tip across her face. She covered her
eyes with both hands and burst out crying. Pablo put her down, tried to pry away her
hands from her eyes, but she refused to uncover them and cried as though in great
pain.
;Sebia, Pablo called, and his wife hurried, he picked up a stout piece of wood lying
nearby and began to beat the carabao. He gripped the piece of wood with both hands
and struck the dumb beast with all his strength. His breath came in gasps. The carabao
wheeled around the tamarind tree until its rope was wound about the trunk and the
animal could not make another turn. It stood there snorting with pain and fear as the
blows of Pablo rained down its back
The piece of wood at last broke and Pablo was left with a short stub in his hands. He
gazed at it, sobbing with rage and weakness, then he ran to the hut, crying.;Give me my
bolo, Sebia, give me my bolo. We shall have food tonight.; But Sebia held him and
would not let him go until he quieted down and sat with back against the wall of the hut.
Sabel had stopped crying. The two boys sat by the cold stove
;God save me,; Pablo said, brokenly. He brought up his knees and, dropping his face
between them, wept like a child.
Sebia lay down with Sabel and watched Pablo. She followed his movements wordlessly
as he got up and took his bolo from the wall and belted it around his waist. She did not
rise to stop him. She lay there on the floor and watched his husband put his hat and go
down the low ladder. She listened and learned he had not gone near the carabao.
Outside, the darkness had thickened. Pablo picked his way through the tall grass in the
yard. He stopped to look back in the house. In the twilight the hut did not seem to lean
so much. He tightened the belt of the heavy bolo around his waist. Pulling the old buri
hat firmly over his head, he joined Andres, who stood waiting by the broken down fence.
I silence they walked together to the house of Elis.
Understanding the Text

1. Who are the characters in the story ? Describe each of them.
2. What are the problems in the story
3. How did the characters solved the different problems they are facing?
4. What is the message of the text? Can you find practical ways to apply this in real
life?
DAY 3
EN7WC-III-h2.2.15: Compose a personal letter to a friend, relative, and other people

EN7G-III-h-3: Use the past and past perfect tenses correctly in varied contexts
SUGGESTED TASKS:
TASK 5. LANGUAGE CONNECTIONS

A. Scenic Language
B. Perfecting the Past
C. Practice Makes Perfect.Fill in the blanks with correct past and past perfect
tenses.
Bob’s Horrible Day
Bob (1. have)_____ a horrible day on Monday. First, he (2. be)

________Supposed to get up at 6 a.m., but his alarm clock (3. work, negative)
____________. He (4. wake up) __________ at 8 a.m. There (5. be) ________
no hot water for a shower, so he had to use cold water. After that, his car (6.
start, negative) ________________, and he had to take the bus. When Bob (7.
get) _________ to work, his boss (8. yell) _____________ at him for being late.
Next, his computer (9. crash)______________, and he (10. lose)____________
all of his documents. He (11. stay) ___________________at work until midnight
to redo the documents. Bob (12. decide) ___________________ to stay home
the next day because he (13. be) _______________too tired from all his bad
luck.
Source: http://www2.estrellamountain.edu
D. Letters for a Cause

Use the past and past perfect tenses in writing the letters.
Group 1. Write a letter to the Mayor inviting him to a panel discussion regarding waste
management in your town.
Group 2. Write a letter to a non-government organization asking for support for your
school waste management program.
Group 3. Write a letter to your friend asking him ideas on waste reduction activities.
Group 4. Write a cover letter of your proposal about waste reduction program to the
Principal.
TASK 6 : DISCOVERY TASK
Group 1. Make a video about your campaign against pollution in your barangay.
Group 2. Compose a slogan about saving the environment.
Group 3. Create a lay out an environment-friendly programs in your school.
Group 4. Compose a rap song about the consequences of abusing the environment
DAY 4
Objectives:
EN7OL-III-h1.3.1: Raise sensible, challenging thought provoking questions in public

forums/panel discussions
FINAL TASK
Task 7: My Stand
Assign roles to the students for panel discussion.

A. Farmer
B. A student
C. LGU
D. A barangay official
Issue: How can you contribute in solving the problem of our farmers now a days?
 Be reminded that you need to use the past tense and past perfect tense in your
discussion.
 Rubrics and Procedure (Reference: English –Grade 7, Learner’s Material, First

Edition, 2017, p385-387)

Lesson 9 – Asserting one’s Identity
OBJECTIVES :
EN7RC-III-2.1.7: React to assertions made by the author in the given text;

EN7LC-IIIi-2.5: Formulate predictions about the contents of the text;
EN7VC-IIIi14: Make a stand on the material viewed;

EN7V-IIIi-13.11.2: Identify words or expressions with part-whole (partitive)
relations;
EN7LT-IIIi-5 Discover literature as a tool to assert one’s unique identity and
to better understand other people;
EN7LT-III-i-3: Explain how a selection may be influenced by culture, history,
environment, and other factors;
EN7WC-III-2.2.15: Compose a personal letter to a friend, relative, and other people;
EN7OL-IIIi-1.3.1: Raise sensible, challenging thought provoking questions in
public forums/panel discussion, etc.; and
EN7G-IIIi-3: Use the past and past perfect tenses correctly in varied
contexts.
DAY 1
Objectives:
EN7RC-III-2.1. React to assertions made by the author in the given text;
EN7LT-IIIi-5: Discover literature as a tool to assert one’s unique identity and
to better understand other people;
INITIAL TASK
Task 1: Knowing Myself

Ask yourself:

“Who am I? Where am I going? What lies ahead of me?”
(These are the questions that often beset an adolescent like you.)
The selection that follows will give you insights about the Filipino adolescent.
Self-identity consists of three parts of a whole: knowledge of oneself; then when self begins to
be realized, relating self to the lives of others; finally, relating self to the larger whole – to
country, to nature, and to the universe.
Knowing oneself begins with a consciousness of being a Filipino and of being

unique among adolescents all over the world. The Filipino and of being unique among
adolescents all over the world. The Filipino adolescent, though, like other adolescents of
the world in certain universal respects, is different in that he grew up in a culture and
society that has helped shape his personality. Early in life, the Filipino adolescent learns
the value of smooth interpersonal relations, of respect of authority, of loyalty to the
family. Prime value is attached to economic security, and the adolescent dreams as do
his parents, of a better future for himself.
However, for the Filipino family, encouraging as it does, dependence on

elders for decision-making, for financing, for the necessities of life, creates a conflict in
the Filipino adolescent, who is moving rapidly towards a modern outlook in life and who
believes in independent judgments and personal decision-making. Nevertheless, he
realizes that at this critical period in his life, he needs people to understand his needs
and energies. He needs to model his life after elders who practice what they wish the
young to emulate; who do not shed off traditions in exchange for the fleeting and
material advantages that modernity offers; who values what is intrinsic and who are
ever students of life, seeking what is best and wise, what is beautiful and lasting.

The Filipino adolescent also begins to realize that being a Filipino implies
knowing and appreciating the country that nurtured him and the people who make it up.
It is knowing the potential of his rich and teeming land and seas and of his dream of a
brighter future.
-Adapted
1. How does a person get to know himself/ herself? In what paragraph is this idea stated?
2. Skim through the second paragraph. Look for the sentence that describes the qualities
that make the Filipino adolescent different from teenagers from other parts of the
world.
3. What do you think is the role of the family in the shaping of the Filipino youth? Cite
passages from the selection.
4. How should the Filipino adolescent respond to the ever-changing forces in modern life
that affect him / her?
5. Are you proud of being a Filipino adolescent? Why? Support your answer.
Source: 5th District- Mobile Workshop on Instructional Materials
DAY 2
Objectives:
EN7LC-IIIi-2.5:-Formulate predictions about the contents of the text;

EN7VC-IIIi-14:-Make a stand on the material viewed;
SUGGESTED TASKS:
Task 2 :What’s Next?
a. You are about to listen to a story(“The Strong and Beautiful People,

New Horizons in Learning English 1, page 189). Your teacher will read it to you
paragraph by paragraph, pausing after every paragraph to give you a chance to
anticipate what will happen in the next part. Each time a pause is made, write down
what you expect the character in story will do next.
Your teacher will then proceed with the text. Check whether or not you made a
correct guess.
1. How did you find the activity? Was it easy? Challenging? Why?
2. What lesson can you derive from it?
3. Did you enjoy listening to it?
4. What was your reaction to it?
5. If you were the author, what alternative ending would you provide for the
story?
Task 3 :This is my stand!

Material : http://m. youtube.com > watch
Note : The teacher will show to the students a video clip

Prepare your stand and opinion to the following statements.
1. Filipinos should be proud of their countries. To honor and to love the
motherland our honor acts that should be instilled in young minds.
2. You have many opportunities to show your pride for your country. You
can tell your parents to buy good local products for they are also as good
as imported products.
3. Instead of seeing only foreign-produced films you should also see your
own Filipino films.
4. Travel with educational tours that showcase our culture and the
birthplace of our heroes.
DAY 3
Objectives:
EN7LT-III-i-3:Explain how a selection may be influenced by culture, history,

environment, and other factors;
SUGGESTED TASKS:
Task 4 : PROUD TO BE PINOY!
On a half-sheet of paper, write all the words/ideas that you can

associate with the word Filipinos. Write your answers around the circle. Be
ready to explain to the class, how these words are related to Filipinos.

FILIPINOS

Task 5: Share your Insights!
Read the story “A Strong and Beautiful People” (New Horizons

in Learning English, p. 189)
Answer the following questions:

1. To what racial stock did most of the people of the Philippines belong?
2. Are there other groupings? What are they?
3. Were the colonizers able to subdue these ethnic tribes or cultural
communities? Why not?
4. Can you mention some of these communities and the places where they
can still be found today?
5. What legend is retold here to account for the first Filipino? Do you know
of any other? Share it with the class.
6. Relate the legend to the title of the reading text.
7. What appealed to you most in the story of Malakas and Maganda? Why
did it appeal to you most?
DAY 4
Objectives:
EN7G-IIIi-3: Use the past and past perfect tenses correctly in varied contexts.
Task 8: Watch Out!
Grammar Notes:
1. The simple past tense indicates action that took place in a definite past
time.
2. However, the perfect tense denotes an action which took place before
another past action happened. It uses the auxiliary “had” plus the verb
in the past participle form.

Exercises:
A. Complete the sentences with the past and past perfect tenses of the
verb.
1. A young benefactor( receive) __________ the donation last year.
2. A young benefactor (receive) __________ the donation before she
(adopt) _________ the little boy.
3. Media (pay) __________ homage to this wonderful woman last week.
4. Media (pay) __________homage to this wonderful woman when the
president (invite) _______her for dinner.
Task 9 : Travel with TENSES!
Have you been in a tour? What are your experiences while you are in a travel?
Let us reminisce your exciting experiences. Be sure to observe the correct use
of the Past and Past Perfect Tenses.
Source: Lesson 6, 3rd Quarter 2nd District – Mobile Workshop on Instructional
Materials
DAY 5
Objectives:
EN7WC-III-2.2.15: Compose a personal letter to a friend, relative, and other

people;
FINAL TASKS:
Task 6 : Message Sent!
a. Simple recall on writing Thank you letter.

b. Write a personal note to express gratitude.
Have you ever received a gift or spent a vacation at the house of a
friend? If you received a gift, what did you do to show appreciation for the
giver’s thoughtfulness? If you spent a vacation at your friend’s house, what did
you do to show gratitude for the hospitality extended to you?
To show appreciation or gratitude, a courteous person writes a thank-you
letter. This letter is often called a bread-and-butter letter.


Lesson 1 - Acknowledging Diversity: EN7VC-III-a-13 EN7LC-III-a-7 EN7LC-III-a-2.1/3.1

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Lesson 1 - Acknowledging Diversity

EN7RC-III-a-8 Use one’s schema to better understand a text.

Task 1 A Differently Beautiful World p.300

English Grade 7 Module for Teachers | Module 3| Page 1 of 64

Task 2 An Emerging Change pp. 300-301

Task 2.1 FACT OR BLUFF

1. The Spanish soldiers conquered the Philippines.

Task 3 : KALEIDOS THOUGHTS

` Material Kaleidos World

English Grade 7 Module for Teachers | Module 3| Page 2 of 64

Group 1 - The PREDICT Group: As you listen, imagine what is being

KALEIDOSCOPE WORLD Others lie while some tell the truth

English Grade 7 Module for Teachers | Module 3| Page 3 of 64

Let the students answer Process Questions of Task 3

Activity I – Pre Reading Activities

Differences among people to me means

Our differences should enable us to

Considering our differences

Task 5 : Reading Adventure Time!

Task 5.1 Thinking Out Aloud

English Grade 7 Module for Teachers | Module 3| Page 4 of 64

Disagree Agree Statement Were you right ?

Task 5.3 VocaBox

Task 5:4 Title-Pair-Talk

Activity 2 :Literature Reading

Task 5.5 Reflection Time (Reading of the Text)

English Grade 7 Module for Teachers | Module 3| Page 5 of 64

Task 6 Locate, Reflect, Evaluate !

Task 7 What kind of Persons are Filipinos?

Task 8 My Lucky Number

EN7WC-III-a-2.2 Compose simple narrative texts

Task 9: Extension Activity

EN7OL-III-a-1.3 Express ideas, opinions, feelings and emotions during interviews,

Task 10: Tune In !( Pair Work )

Material : Cue Chart

Answer the Processing Questions after accomplishing the Cue chart

Task 8 : Language Connections

Reference: English- Grade 7 Learner’s Material, 2017, Module 3 ,

Note : Discuss Logical Connectors

Reference: English- Grade 7 Learner’s Material, 2017, Module 3 ,

EN7WC-III-a- EN7WC-III-a-2.2: Compose simple narrative texts

English Grade 7 Module for Teachers | Module 3| Page 7 of 64

Task : Write a simple narrative / Final Task

English Grade 7 Module for Teachers | Module 3| Page 8 of 64

Task 1: Deliciously Different. Group the following foods according to their

dried mangoes Strawberries tuna

Luzon Visayas Mindanao

English Grade 7 Module for Teachers | Module 3| Page 9 of 64

Sauce Filipino Food

EN7VC-III-b-13: Determine the key message conveyed in the material viewed

Task 6: Different but Delicious. Read “Where’s the Patis?” by Carmen

EN7LT-III-b-5.2: Identify the distinguishing features of revolutionary songs, poems,

Note: The teacher will input lesson on Elements of a Narrative Text.

English Grade 7 Module for Teachers | Module 3| Page 11 of 64

Reference: English –Grade 7, Learner’s Material, First Edition, 2017, pages-326-328.

Task 8: Language Connections

Note: The teacher will input lesson on logical connectors.

A. Gastronomical Language. Read the following recipe. There is something

Reference: English –Grade 7, Learner’s Material, First Edition, 2017, pages-328-330

EN7WC-III-b-2.1: Compose personal and factual recounts

EN7OL-III-b-3: Employ the appropriate oral language and stance in an interview, a

English Grade 7 Module for Teachers | Module 3| Page 12 of 64

Group 2 Nutritionally Different. Imagine that you are advocates of good