Sanctuario of St. Maria Theresa School, Inc.

226 GVS Tambubong, San Rafael, Bulacan

Subject: English_ Grade Level: 7

Unit Topic: Pre-Colonial Literature in the Philippines Quarter: First

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The students on their own and in TRANSFER

the long run will be able to learn the
way of life of pre-colonial Filipino
including the different literary Poster
genres. they can also learn how to
make a poster reflecting the way of
life of our ancestors.

PERFORMANCE
STANDARD
TRANSFER GOAL
PERFORMANCE TASK

The Learner transfers learning

by: showing appreciation for the
literature of the past;
comprehending texts using
Discover literature as a means of
appropriate reading styles; EQ: Why is it necessary to study the
connecting to the past.
participating in conversations pre-colonial period of the
Identify the distinguishing
using appropriate context- Philippines?
features of myths, proverbs, folk
dependent expressions; EU: The importance of Pre-
songs and legends.
producing English sounds Colonial Philippine Literature is to
Describe the different literary
correctly and using prosodic preserve the culture and the
genres during the pre-colonial
features of speech effectively in literatures or stories made by our
period.
various situations; and observing ancestors up to the future readers so
correct subject verb agreement. they can remember and read the
stories, poems, literatures, etc. in the
past.

UNIT TOPIC
PRE-COLONIAL LITERATURE
ACQUISITION

MAKE MEANING

The learner demonstrates the

understanding of:
Pre-colonial Philippine literature as
a means connecting to the past;
various reading styles; ways of
determining word meaning; the
sounds of English and prosodic
features of speech; and correct
subject verb-agreement

CONTENT
STANDARD

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 LEARNING PLAN in ENGLISH 7

EXPLORE

Essential Question: This unit is about Pre-colonial literature in the Philippines.

Why is it necessary to Consider this question Why is it necessary to study the pre-colonial period of the
study the pre-colonial Philippines?
period of the
Philippines?
The Philippines during the Pre-Colonial Period | Philippine History - YouTube
https://www.youtube.com/watch?v=Fh4omIpr1IU

Things that I Things that I Things that I The students

KNOW WANT TO HAVE LEARNED will watch a
KNOW video about the
traditions and
Myths belief in the pre-
Proverbs colonial
Legends Philippines.
Epic

A. Pre- What do you

colonial know about pre-
Literatur colonial
e Genres literature in the
Philippines?

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LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
LC1 Activity 1: Guess the image.
EN7LT-la-1: Discover Instructions: Which country do you think these images belongs to?
literature as
a means of connecting
to a significant past.

Learning Target:
On my own I can
discover literature as a
means of connecting to
a significant past.
Activity
2:
Arrange
and Fill
it!

Instructions: You will be given set of words and pictures to arrange into a
diagram provided below

Philippine Literature

LC 2: EN7SS-I-b-1.5.1
Identify the
distinguishing features
of myths, proverbs, folk
songs and legends.
Folk Narratives

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Learning Target:
On my own I can Myth
identify distinguishing s
features of myths, Philippine Literature
proverbs fold songs and
legends Pe-Colonial period Folk Narratives

Myth Epic

Legends Proverbs

LC3 EN70-IV-e-3.10 Scaffold for Learning:

Use correct and
appropriate multi- (Prepare educational poster using different types of multi-media then choose
media resources when the appropriate multimedia resources when orally giving information,
orally giving instructions making explanations and narrating events in personal or factual
information, recounts.)
instructions making
explanations and
narrating events in
personal or factual
recounts.

LC3 EN7LT-I-b-2.2: Activity 3: Think and Understand

Explain how the Instructions: with the description given on the literary forms, share other
elements specific to a examples that you know.
genre contribute to the
theme of a particular Myths:
literary selection. Legends:
Proverbs:
Learning Target: Epic:
On my own I can explain
how the elements
specific to a genre
contribute to the theme
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of a particular literary
selection
LEARNING DEEPEN (MAKE MEANING)
COMPETENCY Have students analyze different texts or problems with C-E-R and close
reading
Follow up on EQ and have students develop EU in a Guided Generalization

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LC 4: EN7LT-I-a-2: Activity 4: Close reading
Describe the different English Learning Portals; Accessing Language Skills Through Philippine
literary genres during Literature (7) Pages 5 to 7
the pre-colonial period
Link: https://www.youtube.com/watch? v=QEm4iNV1Mq8&t=114s
Learning Target: 1. What do you think of the Philippines and its citizens?
On my own I can 2. What are the most misguided notions about pre-colonial Philippines?
describe the different 3. What are the two types of laws a Datu can make to his advisors?
literary genres during
the pre-colonial period Link: https://www.youtube.com/watch? v=vSiW2BQWez0
1. Which period of the Philippine literary history is the longest?
2. What are the two literary forms during pre-colonial period?
3. What are the different rich cultural heritage of pre-colonial Philippines?

Link: https://www.youtube.com/watch? v=Fh4omIpr1IU

1. Why do you think life is better during the pre-colonial period?
2. What was the relationship of the ruler to his subjects back then?
3. Who governed our life during the pre-colonial period.

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Learning Competency TRANSFER
Provide GRASPS Performance Task, scaffolds to accomplish it and rubric
Show again map of conceptual change and ask students to answer next
parts
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation of learning.

PERFORMANCE Transfer Goal: The importance of Pre-Colonial Philippine Literature is to

STANDARD: preserve the culture and the literatures or stories made by our ancestors up to
the future readers so they can remember and read the stories, poems,
The learner transfers literatures, etc. in the past.
learning by:
Showing appreciation for Performance task
the literature of the past;
comprehending texts 1. One product
using appropriate reading
styles; participating in PERFORMANCE STANDARD:
conversations using
appropriate context-
dependent GOAL: They will create a poster reflecting the Philippine pre-
expressions; producing colonial era.
English sounds correctly
and using prosodic ROLE: Artist
features of speech
effectively in various AUDIENCE: Committee
situations; and observing
correct subject – verb SITUATION: Complicated imagery, color choices and fonts.
agreement.
PRODUCT CHOICES: They need to create a poster that reflect in the
rich cultural belief and traditions in the pre-colonial era.

CATEGORY 4 3 2 1
Coverage of the Details on the Details on the Details on the Details on the
topic poster capture poster include poster relate to poster have
the important important the topic but are little or nothing
information information but too general or to do with the
about the topic the audience incomplete. The main topic.
and increase the may need more audience needs
audience’s information t more
understanding. understand fully information to
understand
Use of the All graphics are All graphics are All graphics Graphics do not
graphics related to the related to the related to the relate to the
topic and make topic and most topic. topic
it easier to make it easier to
understand. understand.
Organization Information is Information is Information is The information
very organized organized with organized, but appears to be
with clear titles titles and titles and disorganized.
and subheadings subheadings are
subheadings missing or do
not help the
reader.

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 Layout and All information Most of the Most of the Much of the
design on the poster is information on information on information on
in focus and can the poster is in the poster is in the poster is
be easily viewed focus and the focus and the unclear or too
and identified content easily content is easily small.
viewed and viewed and
identified identified.
Presentation The The The The
presentation presentation presentation presentation
was at the was at the was at the was too long or
appropriate appropriate appropriate too short. The
length. It did not length but length but presenter did
seem hurried or seemed slightly seemed very not speak
to slow. The hurried or too hurried or too clearly most of
presenter spoke slow. The slow. The the time and
clearly and presenter spoke presenter spoke established little
distinctly and clearly most of clearly and eye contact with
established eye the time and distinctly only the audience.
contact with the established eye some of the time
audience. contact with the and/or
audience. established little
eye contact with
the audience.

Self-Assessment:
The students will reflect if they met the standards in creating the poster

Values Integration:

School Core Values:

S-Sincerity
S- Selflessness
M-Mindfulness
T- Trustworthiness
S-Social Awareness

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