Grade 7-English

Quarter: FIRST
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by:

understanding of: pre-colonial Philippine
literature as a means of connecting to the past;
various reading styles; ways of determining word
meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb
agreement.
showing appreciation for the literature of
the past; comprehending texts using
appropriate reading styles; participating in
conversations using appropriate context-
dependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subject-
verb agreement.

I. LEARNING COMPETENCY
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
2. Discuss the features of proverbs, their intended purpose, and the setting
during which they were produced
3. Express appreciation of different proverbs as source of wisdom and
values during certain situations

II. LEARNING CONTENT

Lesson: Proverbs
Materials:
1. Proverbs on strips of paper
2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible)
References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Teaching Guide (First Quarter), pp. 5-6
3. Learning Package (First Quarter), pp. 3-4
4. Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
Navotas: Navotas Press.
III. LEARNING TASKS
Introduction: We are not aware that the statements that our grandparents use
while conversing with their peers are nuggets of wisdom during their times.
Wisdom in the pre-colonial period was not just theoretical knowledge but
practical expertise. It was passed on from generations to generations, with
versions and translations varying from one region to another, Filipino proverbs or
salawikain, reflect traditional Filipino beliefs, and customs. The wisdom it gives is
encapsulated in short rhyming two-liners easy to remember.

Preliminary Activity:
 Task 1: Form It!
Directions: Each group will be given a jumbled proverb in cut-out strips of
paper and form it for 1 minute.

1. The pain of the little finger is felt by the whole body.

2. A sleeping shrimp is carried away by the current
3. The goodness of the ruled depends on the worth of the leader.
4. A man is the richest if he is contented even with little.
5. A person‘s tongue is only three inches long but can kill even a king.

 Task 2. True or False?

Directions: On your paper, write T if the statement is true according to what
you know and F if it is false. Be ready to explain and exchange ideas with a
partner.

1. Philippine literature existed even before the Spaniards came.

2. Proverbs express the unending wisdom of the old.
3. Proverbs communicate only traditional beliefs and values.
4. The form of proverbs is chiefly poetic.
5. It is difficult to preserve proverbs.

Activity
 Task 3: Visual Thesaurus
Directions: Explore your awareness of a thesaurus as a helpful tool in
learning synonyms and antonyms. Give the synonyms of the word ―proverb‖
by forming the jumbled letters below.
 Analysis
 Task 4: Jigsaw Group - Classification of Proverbs
Directions: Your group will be given a handout on proverbs categorized by
the following values:
Family Solidarity Thrift Courage and Daring
Honesty Leadership Modesty
Prudence Friendship Consideration for others
Industry Charity Greed

Each group member will be an ―expert‖ who is responsible for learning

his/her assigned ‗Values‘. Members go and talk with ―experts‖ of other
groups with the same topic. After meeting with members of other groups,
the ―experts‖ return to their own groups and present their
learnings/findings. The process can be explained further through the picture
below:

Jigsaw Activity (2014).Note: Copyright

Kristina Hollis.
Abstraction
 Task 5: Reflect!
Directions: The students will reflect on the statement below.

The proverbs of any people are expressive of their perspective of life.

 Application
 Task 6: Wisdom to Share!
Directions: Create your own proverb based on your chosen values from the
classification above.

 Task 7: “Proverb to Re’meme’ber”

Directions: Using the proverb you created, make your own ‗meme‘ and post
it in your group in EDMODO (educational social networking site). Other details
about the task will be posted on the website.

“PROVERB TO RE’MEME’BER” RUBRIC

Advanced Proficient Approaching Needs SCORE

Criteria 5 pts 4 pts Proficiency Improvement
3 pts 1 pt
Visual Impact
Overall Quality The unique The organization The organization of The organization
composition of the of the elements the elements and of the elements
elements and and content content are and content are
content create a create a cohesive incompletely not addressed and
striking and work that can addressed and has has NO IMPACT
memorable work with HOLD THE LITTLE IMPACT on on the viewer
that WOW FACTOR VIEWERS the viewer
for the viewer ATTENTION
Interpretation
Creativity The final project The project The project The student
shows INVENTIVE shows CLEAR requirements are showed NO
INTERPRETATION UNDERSTANDIN FULFILLED, but EVIDENCE OF
of the assignment G of assignment give no evidence of THOUGHT
and was continued effort for
until it was complete interpretation
as possible
Work Effort
Project Student worked Student showed Student NEEDED Student DID NOT
Completion EFFECTIVELY AND some CONSTANT COMPLETE
CONSISTENTLY ENTHUSIASM PROMPTS from project or show
toward project goal AND EFFORT teacher to work any effort
towards towards completion
completion of
project
Reflection
Writing sample Student was able to Student relates to Student shows Student does not
INTERPRET project goals with UNDERSTANDING show any evidence
PROJECT GOALS evidence of of project goals of THINKING OR
through self- SELF- through required REFLECTION
reflection including REFLECTIVE reflection
well thought out APPLICATION of
answers the project
TOTAL
 LESSON 1: Valuing Our Elder’s Wisdom
PROVERBS

The proverbs of any people are expressive of their perspective of life as in the following:

1. FAMILY SOLIDARITY
The whole world may quarrel but not the husband and wife. Ang lahat ng tao mag-away man
Huag ang mag-asawa sa loob ng bahay.
The pain of the little finger is felt by the whole body. Ang sakit ng kalingkingan, dama ng buong katawan.

2. HONESTY
The liar is brother of the thief. Ang taong bulaan, kapatid ng magnanakaw.
No legacy is richer than honesty. Iwan to tawid a nabakbaknang, ngen ti kinapudo. (Ilocano)

3. CHARACTER
Beauty fades but not character. Lumilipas ang kagandahan, ngunit hindi ang kabutihan.
A man‘s character is seen in his deeds. Ogali nin tao na heheling sa guibo. (Bicol)

4. INDUSTRY
Industry is the brother of success. Ang kasipagan ay kapatid ng tagumpay.
A sleeping shrimp Ang hipong tulog
Is carried away by the current. Tinatangay ng agos.

5. THRIFT
If you tucked away something, you have something to look up to. Kapag my isinuksok, may titingalain.
Use up blessings wastefully, Ubos-ubos biyaya
and afterwards you are left with nothing. Pagkatapos ay tunganga.

6. LEADERSHIP
Full-hearted obedience depends on him who commands. Ang mahusay na pagsunod ay nasa nag-uutos.
The goodness of the ruled Ang ibinubuti ng nasasakupan
depends on the worth of the leader. Ay nasa may hawak ng kapangyarihan.

7. CONSIDERATION FOR OTHERS

You may not love him, just don‘t humiliate him. Di man pakaibigin, huwag lang pakahiyain.
A person with good manners is loved by his companions. Ang taong may magandang asal, minamahal ng kasamahan.

8. CHARITY
Whoever gives alms to the poor faces heaven. Ang magmalimos sa mahirap, langit ang hinaharap.
Charity begins at home. Ang kawanggawa ay nagsisimula sa tahanan.

9. COURAGE AND DARING

He who avoids the enemy is truly courageous. Ang umiiwas sa kaaway ay isang tunay na matapang.
A hero who is wounded becomes still braver. Ang bayaning nasusugutan nag-iibayo ang tapang.

10. MODESTY
Modesty is the emblem of goodness. Ang kahinhinan ng asal, sagisag ng kabaitan.
Do not accustom you tongue to saying or uttering boastful words, Huag sanayin ang dila mapangahas na wika,
for if you cannot fulfill them, it be the greater shame. Pagkat kung hindi magawa ay lalong kahiya-hiya.

11.PRUDENCE
A person‘s tongue is only three inches long but can kill even a Ang dila ng tao ay isang dali,
king. Ngunit pinapatay kahit isang hari.
Before you say something, think it over seven times. Ano man ang iyong sasabihin ay makapito mong iisipin.

12.FRIENDSHIP
A good friend is known in time of need. Ang tunay na kaibigan, sa gipit nalalaman.
You are his friend as long as you have money; if you have no kaibigan kung mayroon,
more money you are discarded. Kung wala‘y patapon-tapon.

13.CONTENTMENT
A man is the richest if he is contented even with little. An mayaman sa gabos idtong kontento, maski gurano kadikit.
(Bicol)
A contented man is like one always celebrating a feast. ANg kontentado parehas nga
Naga fiesta lang pirme. (Kinaray-a)

14. GREED
The greedy man does not achieve his desire; Ang taong gaham-gahaman
fortune avoids him. Ang nasa‘s di makamtan, malayo sa kapalaran.
A greedy person is never satisfied. Ang tawo nga mahakug wala pagkabusog. (Hiligaynon)
 Grade 8-English
Quarter: First
Theme: Searching for Knowledge
Sub-Theme: 1-Beginning the Knowledge Quest

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by

understanding of: African literature as a means of
exploring forces that human beings contend with;
various reading style vis- a vis purposes of reading;
prosodic features that serve as carriers of meaning;
ways by which information may be organized, related,
and delivered orally; and parallel structures and
cohesive devises in presenting information.
composing and delivering an informative speech
based on a specific topic of interest keeping in mind
the proper and effective use of parallel structures
and cohesive devices and appropriate prosodic
features, stance and behavior.

I. LEARNING COMPETENCY
EN8V-Ie-4:
Use appropriate strategies in unlocking the meaning of unfamiliar words.

Objectives:
1. Determine the meaning of unfamiliar words.
2. Use appropriate strategies in unlocking the meaning of unfamiliar words.
3. Show appreciation of the lesson by engaging themselves in the activities.

II. LEARNING CONTENT

Lesson: Unlocking of Difficulties
Materials:
1. Visual Aids
2. Laptop and Projector
References:
1. K to 12 Curriculum Guide (May, 2016) p. 175
2. www.enhancemyvocabulary.com/improve-expand-vocabulary.html
 III. LEARNING TASKS
Introduction:
As a student, what do you do in order to improve your Vocabulary?

Seven easy ways to improve your vocabulary and learn new words:

1. Read, read, and read. ...

2. Keep a dictionary and thesaurus handy. ...
3. Use a journal. ...
4. Learn a word a day. ...
5. Go back to your roots. ...
6. Play some games. ...
7. Engage in conversations.

Preliminary Activity: Unscramble Game

The teacher will post scrambled letters on the board. The students will arrange the letters
to form a word, right after the teacher gave its meaning.

( o c a s h ) – complete disorder and confusion chaos

( t x a y n i e ) – a painful or apprehensive uneasiness of mind anxiety

( s a g r i n h ) – to decorate a dish or a food garnish

( p n t o p e n o ) - a person you are playing or fighting against in a game or a

competition opponent
( g f l e a r i )- easily broken or damaged fragile

Activities:
Task 1: Contextual Clues
Encircle the letter of the group of words that can replace the word in bold in each
sentence.

1. The elderly are advice to avoid strenuous exercises.

a. complex b. easy c. expensive d. time- consuming

2. The criminal shows no repentance even though he was convicted of the

crime.
a. feeling of regret b. gratefulness c. fearfulness d. worry

3. She felt remorse over the death of her pet that she left when she had her
summer vacation.
a. sad b. happy c. angry d. a feeling of being sorry

4. This imitated bag resembles the original one I saw I the department store.
 a. looks like c. looks different
b. has the same price d. made from the same company

5. Do you know where the rumors originated?

a. came from c. were first taught
b. were first popularized d. were first documented

6. The computer key- board must be covered after use so that dust will not
accumulate.
a. gradually increased c. greatly increase
b. unlawfully acquired d. secretly saved

7. I feel nauseous every time I pass by the pile of garbage dumped on the
sidewalk.
a. like drinking c. like vomiting
b. like eating d. like sleeping

8. The sudden tremor brought the moviegoers in chaos.

a. fire b. sudden dizziness c. strong waving d. slight shaking

9. She always carries along with her a portable computer.

a. can be operated c. can be sold
b. can be carried easily d. most up- to- date

10.The kidnap victim belongs to a prominent family in Manila.

a. rich b. political c. popular d. notorious

Task 2: Have your own Dictionary

Read the words and look up their meanings in the dictionary. Then, read the passage
carefully. Fill in the blanks with the appropriate words from the box. Use each word once
only.

tents alphabet orderly universal supplies

majority devastation permanent ground necessary
destroyed opportunity chaos converse world

I returned to school soon after the war was over. The entire place, where the school used to be, was in .
The previous school building had been
during the war, but still had a place to study. Later I found out that people from all over the had kindly
donated school to us so that we could continue with our education.

My friends and I spent the first school day in . These were only temporary. We would be in a more place
once the buildings were rebuilt. Despite the around us, people went about picking up their lives.
Everything else was in our school. There were textbooks, pencils, and erasers. We had to sit on the , but
we did not mind. T least we were back in school.

That summer I learned English. I learned the and how to

with my friends. I was told that it was to know this language when I grow up. It was a language,
something that was spoken by the of people in the world. I was certainly enjoying school. I was glad
Analysis:
that I was given the to study.
The learners will analyze the given sentences and will complete them by giving the
appropriate word.
Abstraction:
The learners will discuss the different strategies used in unlocking the unfamiliar words used
in the given activities.

Strategies in Unlocking Unfamiliar Words

UnScramble is a popular and fun game type. UnScramble is similar to other word games that ask
the player to find words in several letters that have been scrambled up on a game board.

Context clues are hints that an author gives to help define a difficult or unusual word. The clue
may appear within the same sentence as the word to which it refers, or it may follow in a
preceding sentence.

Most people know how to use a dictionary to look up a word's meaning. Here are some pointers
on how to do this as a part of a vocabulary-building program:

Have your own dictionary: Keep it where you usually do your reading at home. You are more
likely to use it if you do not have to get it from another room. At work, there may be a good
dictionary available for your use. At home, most people do not have a big, unabridged
dictionary; however, one of the smaller collegiate dictionaries. would be fine to start with.

Application/Assessment:

Unscramble the jumbled letters to form an appropriate word that will complete the
sentence.

1. In the past, knowledge was often passed down from one generation to
another by word of .(omuht)
2. If you are tied to your mother‟s apron strings, it means that you are being
and influenced by her. ( o o c d e r t l l n )
3. Children should be taught life so that they will be able to earn a
living in the future. ( i s l l s k )
4. In Japan, certain days have been for children to show how
important they are to the adults. ( t s e a e i d s )
5. All children have the right to . They should learn how to read
and write. ( I o n c h s o l g )