Zabate UbD Lesson Plan (BASIS)

KING’S COLLEGE OF MARBEL, INC.
Brgy. Morales, City of Koronadal

South Cotabato, Philippines

Lesson Plan in English
Subject: English 7 Time Frame: 2 Days

Quarter: Q3 Teacher: Kate Dianne P. Zabate
Unit Topic: Uncovering Culture in Literature During The Period of Emergence
Subtopic:
Literature: Poem—To My Native Land
Stage 1 – Desired Results

Content Standard Performance Standard
The learner demonstrates understanding of The learner transfers learning by showing
Philippine literature in the Period of ways of asserting one’s identity.
Emergence as a tool to assert one’s
identity.
Essential Understanding Essential Question

Students will understand that showing How will the understanding of Philippine
ways of asserting one’s identity is Literature in the Period of Emergence as a
influenced by the understanding of tool to assert one’s identity help in showing
Philippine Literature in the Period of ways of asserting one’s identity?
Emergence as a tool to assert one’s
identity.
Understanding Skills
Students will know: Students will be able to:
 literature as a tool to assert one’s  discover literature as a tool to assert
unique identity and to better one’s unique identity and to better
understand other people; and understand other people EN7LT-
 the distinguishing features of III-a-5; and
literature during the Period of  identify the distinguishing features
Emergence. of literature during the Period of
Emergence EN7LT-III-a-5.1.
Learning Goal: Students on their own and in the long run will be able to use their
understanding of the Philippine Literature in the Period of Emergence in asserting their
unique identity.
Stage 2 — Assessment Evidence

Performance Tasks 6 Facets of Other Evidences:
Understanding
GRASPS The students demonstrate  Formative and
understanding covering Summative Tests
Goal—Your task is to create the six facets of  Oral recitation
a brochure that illustrates the understanding.  Board work
importance of the  Assignments
understanding of Philippine Explain  Group/Individual
literature in the Period of The students will be able Activities
Emergence in asserting one’s to teach others how to use
identity. the understanding of
Philippine literature in the
Role—You are a teacher of Period of Emergence in
literature. asserting one’s identity.
Audience—The target Interpret

th
audience is the 7 grade class. The students will be able
to evaluate how important
Situation—You need to is the understanding of
emphasize to the students the Philippine Literature in
importance of the the Period of Emergence
understanding Philippine in asserting one’s identity.
Literature in the Period of
Emergence in asserting one’s Apply
identity. To do this, you have The students will be able
to make a brochure and to produce a brochure that
illustrate in it how the illustrates understanding
understanding of a particular of Philippine Literature in
Philippine literary work in the the Period of Emergence
Period of Emergence help in as a tool in asserting one’s
asserting one’s identity. identity.
Product/Performance— Empathy
You need to select a particular The students will be able
Philippine literary work in the to assume the role of a
Period of Emergence and literature teacher that
create a brochure that promotes the
illustrates the importance of understanding of
the understanding of it in Philippine Literature in

asserting one’s unique the Period of Emergence
identity. In your brochure, and its goodness in
you need to show the asserting one’s identity.
important elements of the
literary work you have chosenPerspective
and the ways how one can The students will be able
assert his/her identity usingto contrast the situation
his/her the understanding of where they assert their
those elements and of the identity with an
whole literary work. In understanding of
presenting your ideas, you Philippine Literature in
also need to use appropriate the Period of Emergence
logical connectors. with the situation where
they assert their identity
Standards & Criteria for without an understanding
Success— Your output will of Philippine Literature in
be evaluated using the the Period of Emergence.
following criteria:
 Attractiveness and Self-knowledge
Organization The students will be able
 Content – Accuracy to reflect on their
 Writing – Mechanics: understanding of
o Spelling Philippine Literature in
o Sentence the Period of Emergence
Form and on the effects of their
o Grammar understanding in their
o Use of Logical way of asserting their
Connectors identity.
o Punctuation
o Capitalization
 Graphics/Pictures
RUBRICS
CATEGORY Novice (1) Emerging (2) Proficient (3) Advanced (4)
Attractiveness & The brochure: The brochure: The brochure: The brochure:
Organization  Has no  Has some  Has organized  Has organized
organization organized information information
 Presents information  Presents  Presents
confusing  Presents layout that is layout that is
layout layout that is easy to read easy to read
 Has many somewhat  Has no more  Has no more
different font easy to read than 3 than 3
sizes  Has more different font different font
than 3 sizes sizes
different font  Professional
sizes used looking
 Visually
appealing
Content – The brochure: The brochure: The brochure: The brochure:

Accuracy  Has no  Has few  Has some  Presents all of
correct important important the important
literary literary literary literary
elements elements elements elements in
 Has no clear  Has some  Has few errors the literary
ideas about errors found found in the work
the in the ideas ideas about the  Has clear and
appropriate about the appropriate correct ideas
use of the appropriate use of the about the
understanding use of the understanding appropriate
of a particular understanding of a particular use of the
literary work of a particular literary work understanding
in asserting literary work in asserting of a particular
one’s identity in asserting one’s identity literary work
 Has no one’s identity  Has few errors in asserting
explanation  Has some found in the one’s identity
about the errors found explanation  Has clear and
importance of in the about the correct
the explanation importance of explanation
understanding about the the about the
of Philippine importance of understanding importance of
literature in the of Philippine the
the Period of understanding literature in understanding
Emergence in of Philippine the Period of of Philippine
asserting literature in Emergence in literature in
one’s identity the Period of the Period of
Emergence in asserting one’s Emergence in

asserting identity asserting one’s
one’s identity identity
Writing – The brochure: The brochure: The brochure: The brochure:
Mechanics:  Has  Has  Has complete  Has complete
Spelling unintelligible incomplete sentences and sentences and
Sentence Form language use sentences and paragraphing paragraphing
Grammar  Has no use of paragraphing were were
Punctuation bulleted lists  Has incorrect appropriate appropriate
Capitalization  Has use of bullets  Has bulleted  Has bulleted
inappropriate  Has lists lists
use of capitalization,  Has correct  Has correct
capitalization, punctuation, capitalization, capitalization,
punctuation, and spelling punctuation, punctuation,
and spelling errors and spelling and spelling
 Does not throughout throughout throughout
address an  Addresses  Addresses  Addresses
audience incorrect appropriate appropriate
audience audience audience
 Presents
exceptional
control of
sentence
structure with
precise use of
language and
word choice
 Presents
thoughtful
attention to
audience and
purpose
which
produces
engagement
and strong
connection
with the
reader
Graphics/Pictures The graphics do The graphics The graphics go The graphics go
not go with the go well with the well with the well with the
accompanying text, but there text, but there text, and there is
text or appear to are too few. are so many that a good mix of
be randomly they distract text and
chosen. from the text. graphics.
Stage 3 – The Learning Plan

Teacher’s Activities Student’s Activities
(Day 1)
Preliminary
Prayer
Say: May I request someone to lead the I will lead the prayer Ma’am. Classmates,
prayer? let us pray.
Greetings
Say: Good morning, Class. Good morning, Teacher Kate!
Say: Kindly take your seat. Thank you, Teacher!
Say: How are you today? We’re good, Teacher.
Say: I’m glad to know that you are all well.

Are you excited on what we are going
to do today? Yes, we are!
Say: That’s great!
Classroom Management
Say: Now, please fix your chairs properly (Students align their chairs and pick up
and pick up the dirt. all the dirt)
Say: Please make sure that you are seating on

your proper seats or else, you will be marked
absent.
Attendance
(Use Seat plan in checking the attendance.)
Say: Is everybody present today? Yes, Teacher!
Review
Say: Can someone give a review on what we Last meeting, we finalized the
did last meeting? compilation of our quizzes Teacher.
Say: Good, thank you!
I. EXPLORE
A. Presentation of the Lesson Topic

Say: Class, our lesson for today is about the
Philippine Literature in the Period of
Emergence. Today, we are going to read and

tackle a poem written during the Period of
Emergence.
B. Presentation of the EU and EQ
Say: For our Essential Understanding, I am

requesting everyone to please read.
(The teacher will post the Essential (The students will read the Essential
Understanding) Understanding)
Students will understand that showing ways Students will understand that showing
of asserting one’s identity is influenced by ways of asserting one’s identity is
the understanding of Philippine Literature in influenced by the understanding of
the Period of Emergence as a tool to assert Philippine Literature in the Period of
one’s identity. Emergence as a tool to assert one’s
identity.
Say: Thank you class. At the end of this unit, I
want you to understand that your ways of
asserting your identity is influenced by your
understanding of the Philippine Literature in the
Period of Emergence as a tool to assert one’s Yes, Teacher.
identity. Is it clear?
Say: According to the Essential Understanding,

can your understanding of the Philippine
Literature in the Period of Emergence be used Yes, Teacher.
as a tool to assert your identity?
Say: So, is your understanding of the Philippine

Literature in the Period of Emergence important
in asserting your unique identity? Yes, Teacher.
Say: All right, please read the question that is

essential to answer in this unit.
(The teacher will post the Essential (The students will read the Essential
Question) Question)
How will the understanding of How will the understanding of

Philippine Literature in the Period of Philippine Literature in the Period of
Emergence as a tool to assert one’s Emergence as a tool to assert one’s
identity help in showing ways of identity help in showing ways of
asserting one’s identity? asserting one’s identity?
Say: In what way do you think can your

understanding of the Philippine Literature in the (The students will raise their hand)
Period of Emergence serve as a tool to assert
your unique identity? My understanding of Philippine Literature
in the Period of Emergence serves as a tool
to assert our unique identity by giving us
knowledge about our unique identity as
Filipinos.
Say: Thank you for your idea. What else? Our understanding of Philippine Literature
in the Period of Emergence serves as a tool
to assert our unique identity by helping us
gain confidence about our unique identity.
Say: Thank you for your ideas. At the end of

this Unit, we are going answer the Essential
Question and we are going to find out if your
answers are correct. Do you understand? Yes, Teacher.
C. Presentation of the Performance Task
Say: Before we proceed to our discussion, I will

present to you, first, the performance task you
need to do this grading period. This will be
presented in the class at the end of the month.
(The teacher will present the performance

task)
You are a teacher of literature and you

need to emphasize to the students the
importance of understanding Philippine
Literature in the Period of Emergence in
asserting one’s identity. To do this, you
have thought of making a brochure and
illustrating in it how the understanding of
a particular Philippine literary work in
the Period of Emergence help in
asserting one’s identity. In doing this,
you need to select a particular Philippine
literary work in the Period of Emergence
and create a brochure that illustrates the
importance of the understanding of it in
asserting one’s identity. In your
brochure, you need to show the
important elements of the literary work
you have chosen and the ways how one
can assert his/her identity using his/her
understanding of those elements and of
the whole literary work.
Your output will be evaluated using the

following criteria:
 Attractiveness and Organization

 Content – Accuracy
 Writing – Mechanics:
o Spelling
o Sentence Form
o Grammar
o Use of Logical
Connectors
o Punctuation
o Capitalization
Materials:
Bond Paper
Art Materials
Pictures
Glue
Scissors
(You can do your brochure using a

computer.)
(The teacher will distribute the rubrics)
Say: Class, every Wednesday I will check the

progress in your brochure until the day of your
presentation. I know that it will take time for
you to make a brochure so it’s better that you
start doing your brochure as early as you can.
Is it clear? Yes, Teacher.
Say: Do you have questions or clarifications

about your performance task? None, Teacher.
D. Presentation of the Objectives
Say: Now, let’s move on to the objectives for

our class today.
(The teacher will post the Learning

Objectives)
Say: Class, please read our objectives for this

day. (The students will read the Learning
Objectives)
Objectives: Objectives:
At the end of one-hour class session I At the end of one-hour class session I
can: can:
 identify some of the  identify some of the
distinguishing features of the distinguishing features of the
Period of Emergence; Period of Emergence;
 unlock unfamiliar words from  unlock unfamiliar words from
the poem ‘To My Native Land’; the poem ‘To My Native
Land’;
 read the poem ‘To My Native
Land’;  read the poem ‘To My Native
Land’;
 identify the points explicitly
stated in the poem ‘To My  identify the points explicitly
Native Land’; and stated in the poem ‘To My
 participate actively in the class Native Land’; and
activity.  participate actively in the
class activity.
Say: Thank you for reading.
E. Explore Activity
(Watching of a 3- minute video about the

American and Japanese colonization)
Say: Now, as I have said earlier, today we are

going to talk about the Philippine literature in
the Period of Emergence, specifically, the poem
‘To My Native Land’ written in the Period of
Emergence. Before reading the poem, I want
you to watch a video first. After watching the
video, I want you to answer:
 What is the video about?

 What learnings did you get from the
video?
Say: Is that clear? Yes, Teacher.
Say: Okay, let’s start watching the video.
(The teacher will play a 3-minute-video

about the American and Japanese
Occupation)
After 3 minutes
The video is about the American and
Say: What is the video about? Japanese occupation in the Philippines.
The video is about the life of Filipinos

Say: Thank you. How about others? What is the
during the American and Japanese
video about?
occupation in the Philippines.
Say: Thank you. What else? Is there still

someone who wants to share his/her ideas on None, Teacher.
what the video is about?
Say: Okay, thank you for sharing your The learnings that I got from the video are:
observations. Now, what learnings did you get  some of the exact events that
from the video? happened during the war between
Filipino soldiers and the colonizers;
and
 the kind of life Filipinos had during
the occupation of the Americans
and the Japanese in the Philippines.
Say: Thank you. How about others? What have From the video, I learned both the
goodness and the chaos that the
you learned about the video?
colonization of Americans and Japanese
had brought to our country. Some of the
benefits I have learned from the
colonization of the different countries were
the improvements they had brought in the
literature, education and infrastructures in
the Philippines. The bane that I have
learned from the colonization is the
destruction of some the infrastructures here
and the maltreatments and abuse done by
colonizers to our ancestors.
Say: Thank you for sharing your ideas! Now,
let’s discuss what the video is about and see if
your ideas fit to the describing details I have
about the video.
II. Firm-up
A. Discussion of the video watched and of

some of the distinguishing features of the
Period of Emergence
(The teacher will post describing details

about the video)
Say: The video is about the American and

Japanese Occupation in the Philippines. It
shows the kind of life Filipinos had during these
period in the Philippines. When do you think
did these events happen in the history of the
It started from 1898 until 1946.
Philippines?
Say: Very good. The American occupation

started from 1898 and ended in 1946. On the
other hand, the Japanese occupied the
Commonwealth of the Philippines starting 1940
until 1945, during the World War II. Is that
clear? Yes, Teacher.
(The teacher will post strips on the board)
Period of Emergence
Emerged during the American and

Japanese occupation in the Philippines
Started in the year 1935 and lasted in the

year 1945
Say: Now, I want you to understand that during

these turbulent years of American and Japanese
occupation, from 1935, when different guilds
and literary experimentation happened, to 1945,
when the Japanese occupation ended, that
literature went through the Period of
Yes, Teacher.
Emergence. Is that clear?
(The teacher will post the strips of papers

showing the three groups of writers that
emerged during the Period of Emergence)
Writers who were concerned with social

consciousness
Writers who were more concerned with

craftsmanship
Writers who were determined to explore

local culture more closely
Say: Okay Class, please read. (The students will read what the
teacher has posted)
Writers who were concerned with social
consciousness
Writers who were more concerned with
craftsmanship
Writers who were determined to explore

local culture more closely
Say: Thank you for reading. Please note that

during the Period of Emergence, there were
three different groups of writers who emerged:
those who were concerned with social
consciousness, those who were more concerned
with craftsmanship, and those who were
determined to explore local culture more
closely. Do you understand? Yes, Teacher.
Say: What does ‘social consciousness’ mean? Social consciousness means awareness of
important social issues in the society.
Say: Very good! Social consciousness means

awareness of important social issues. This
means that during the Period of Emergence, we
had Filipino writers who were concerned of the
important social issues in the society in writing Yes, Teacher.
their literary works. Is that clear?
Say: Now, what does craftsmanship mean? Craftsmanship refers to the quality and
work shown.
Say: That’s right! Craftsmanship refers to the

quality or the artistry of the work. This means
that during the Period of Emergence, we also
had writers who, in their writing, were more
concerned of the artistry of their literary works.
These writers might had have more concern
with the literary elements and devices they are
going to use in their literary piece than the social Yes, Teacher!
issues in their society. Do you understand?
Say: That’s great! Lastly, we had writers who

were more determined to explore local culture Local culture refers to the the experience of
more closely. Now, what do we mean by local everyday life in a certain locality.
culture?
Say: Very good! Local culture is the term used

to characterize the experience of everyday life
in specific, identifiable localities. This means
that we also had writers during the Period of
Emergence who are more determined in
exploring and describing the everyday life
experiences of Filipinos living in a certain
locality. Is that clear? Yes, Teacher!
Say: Now, why do you think there emerged There emerged different groups of writers
different groups of writers during the Period of during this period because of the different
Emergence? social situations happened during the
American and Japanese occupation in the
Philippines.
Say: That’s right! How do you think have the The different writers have been classified
different writers in this period been classified? through their literary works.
Say: That is correct! Writers have been

classified through the close study of their Those who were concerned with social
literary works. In the study done, people consciousness, those who were more
assigned in classifying the writers might have concerned with craftsmanship, and those
observed three central themes in the writers’
works. Due to this, they have found three who were determined to explore local
groups of writers. Again, who are they? culture more closely.
Say: Very good! Do you think a literary work is

helpful to learn about the personality or Yes, Teacher.
experiences of a writer?
The writer’s personality and experiences
Say: In what sense? influence his/her works. With this, we can
have a glimpse on the characteristics or
experiences of the writer through his/her
literary piece.
Say: That’s correct. So do you think, through
reading the literary works of Filipino writers
during the Period of Emergence, we can
discover more about the Filipinos during that
Yes, Teacher!
period?
Say: Upon learning about our fellow Filipinos,

do you think we could also learn about Yes, Teacher!
ourselves?
B. Unlocking of Unfamiliar Words In the

Poem
Say: Very good! Now, to learn more about the

Period of Emergence and ourselves, let’s study
the poem ‘To My Native Land’. To help you
understand the whole message of the poem, I
want you to have this activity, first, called
‘Unscramble Game’. Do you have an idea In the activity, we are going to unscramble
about the activity? a set of scrambled words.
Say: Great! You have an idea about it! Now,

please listen as I state the instructions for the
activity.
Instructions:
Different sets of scrambled letters will be posted

in the board. The scrambled letters need to be
unscrambled to create the words which are
being defined or described by the statements
below the scrambled letters. The unscrambled
letters should be written on your activity
notebook along with their definitions. Is that Yes, Teacher!
clear?
Say: Do you have any questions or None, Teacher.

clarifications about the activity?
Say: All right! I will post the sets of scrambled

letters now.
(The teacher will post the scrambled words

along with their definitions)
1. e r e e d m
to make up for
2. a v a o w l
an open declaration
3. o u n t b y
abundance
4. i s i o v n r a y
thinker
5. s u c u b m c
yield or perish
6. u s t e s n a c n e
nourishment
7. e q u b e a t h
leave behind
Say: Are you ready? Yes, Teacher.

Say: Okay, I will give you 3 minutes to do that.
Your timer starts now.
(The students will do the activity)
(After 3 minutes)
Say: Time’s up! Please stop writing. We are

going to check your work now. Please exchange (The students will exchange their
your activity notebooks with your seatmates. activity notebooks with their seatmates)
Say: Let’s unscramble the scrambled letters in

number 1. What do you think is the word that
we could create from the scrambled letters that Redeem!
means ‘to make up for’?
Say: Very good! The unscrambled letters Exciting activities will redeem a boring
should be read as ‘redeem’. Who can use this lecture.
word in a sentence?
Say: Thank you. Now, what do you think is the

word that we could create from the scrambled
letters in number 2 that means ‘an open Avowal!
declaration’?
Say: That’s correct! Who can use it in a

He made a public avowal of his conversion
sentence?
to Christianity.
Say: Very good! Now, let’s continue to number
3. What do you think is the word that we can
form from the scrambled letters that means Bounty!
‘abundance’?
Say: That’s right! Who can use the word The cottage is filled with a bounty of fresh
‘bounty’ in a sentence? fruits.
Say: Good example! Thank you! Next, what do

you think is the word that we could make from Visionary!
the scrambled letters that means ‘thinker’?
Say: Very good! Now, who can use the word The ideas of a visionary may seem
‘visionary’ in a sentence? impractical to us.
Say: Very good! Thank you. Now let’s discover
the word that we can form from the scrambled
letters that means ‘yield or perish’. What do you Succumb!
think it is?
Do not succumb to the peer pressure to
Say: That’s correct! Who can use it in a drink too much.
sentence?
Say: That’s great! Thank you. Now, in the next

number, what do you think is the word that we
can create from the scrambled words that means Sustenance!
‘nourishment’?
Say: That’s correct! Who can use the word Tree bark provides deer with sustenance in
‘sustenance’ in a sentence? periods of drought.
Say: Good example! Now, in the last set of

scrambled letters, what do you think can we Bequeath!
form from those that means ‘leave behind’?
Most people bequeath their property to
Say: Very good! Who can use it in a sentence? their spouses and children.
Say: That’s great! Thank you! Now, who

(The students will raise their hands)
unscrambled all the scrambled words correctly?
Say: That’s great! I’m happy that most of you

have unscrambled those correctly. Are the
meanings of those words clear to you already? Yes, Teacher!
C. Presentation of the Poem
Say: Very good! I believe that you are ready to

study the poem ‘To My Native Land’. Please
open your work text ‘English in Perspective 7’
on page 294 and 295. You can find there the
poem ‘To My Native Land’ by Trinidad
Tarrosa-Subido.
To My Native Land
A Poem by Trinidad Tarrosa-Subido
Beloved Land, let me explain to thee

Why thought of nearing death provokes pain;
‘Tis not that I again shall never see
These Orient Isles of kindly sun and rain;
Not that the visionary spirit must
Forego the wonders she had fondly schemed;
Not that the flesh must soon succumb to dust,
With Love’s avowals only half redeemed,
My beloved Land, whose air I breather,
Whose bounty is my daily sustenance,
How sad to leave with nothing to bequeath,
Thy weal to serve, thy glory to enhance,
How shameful, finally, to dare to rest
My thankless dust upon thy noble breast!
D. Giving of Motive Questions
Say: In our discussion of the poem, you are

expected to answer the following questions:
1. What is the title of the poem?

2. Who is the author of the poem?
3. How many lines are there in the poem?
4. How many syllables are there in every
line of the poem?
5. What does the speaker of the poem want
to explain to his/her beloved land?
6. What does the speaker of the poem think
of that provoke him/her pain?
7. What is the author referring to when she
said ‘Orient Isles of kindly sun and
rain’?
8. What does the statement ‘flesh must
soon succumb to dust’ mean?
9. What is the speaker of the poem afraid
of?
10. Who is the speaker of the poem?
Say: Are you ready to read the poem and

answer the questions I’ve just stated?
Say: Very good! I want you to do that with a

group. Consequently, please count off 1 to 2 so
the class will be divided into two groups. After
counting off, you should go to your respective
groups. The Group 1 will stay on this side and
Group 2, on the other side. Is that clear? All Yes, Teacher!
right, start the count off now.
(The students will count off 1 to 2. After,
they will go to their respective groups)
(After the count off)
Say: Class, please settle down now and listen to

my instructions carefully.
E. Reading and Discussion of the Poem ‘To

My Native Land’
Instructions: For 3 minutes, I want you to read

and understand the poem silently. After that, for
2 minutes, you can discuss the poem with your
group. After that, we are going to have an
activity. The activity that we are going to do
today is called ‘Jeopardy Game’. To play the
game, the two groups should first pick a
representative who will go in front. (Note that
no group member could play twice) The first
two representatives will play the rock-paper-
scissors game. The winner of it will be the one
who will choose the category and the point
value in the first round. In our game, we have
two categories (Category 1 and 2) and 10 point
values, two 2 points, two 4 points, two 6 points,
two 8 points and two 10 points. Each point
value has corresponding question. The winner
of the rock-paper-scissors game will be given
the opportunity to answer the question. If the
representative gives the correct answer for the
question, his/her team are awarded the point
value of the question. However, if his/her
answer is incorrect, the other group’s
representative will be given the chance to
answer the question. The team who can give the
correct answer will be given the chance to
choose the next category and point value for the
next round. However, for the next
representatives, the one who will be given the
chance to answer the question first is the one
who will raise his/her hand first after the
question has been read. He/she will be given 2
seconds to answer. The point value disappear
after it has been chosen. The game continues
until all questions have been answered. The
group with most points wins. Do you Yes, Teacher.
understand?
Say: Do you have any questions or None, Teacher.

clarifications about our activity?
E.1. Reading of the Poem
Say: Okay, your timer for reading and (The students will read the poem for 3
discussing the poem with your group starts now. minutes and discuss the poem with
their group for 2 minutes)
(After 5 minutes)
E.2. Discussion of the Poem (Through a

Game)
Say: Okay, Class, your 5 minutes is up! Please

stop discussing and keep quiet now. I expect
that you are now done reading and discussing
the poem with your group. Now, are you ready
to play the Jeopardy Game? Yes, Teacher!
Say: All right! Let’s start the game. Group 1

and Group 2, please send your first (The first two representatives will go in
representatives here in front. front)
Say: Please do the rock-paper-scissors game (The two representatives will play the
and let’s see who will win. do the rock-paper-scissors game)
(Assuming the Group 1 representative

has won)
Say: The Group 1 representative has won! I choose the Category 1, 2 points.
Please choose the category and the point value
you want.
(The teacher will click the 2 points in the

Category 1)
Say: The question in the point value that you

have chosen goes this way “What is the title of Group 1: To My Native Land
the poem?”
Say: You got the correct answer!

Congratulations Group 1, you now have two
points. Group 2, you still have a chance in our
next round. Group 1 and Group 2, please send (The next representatives will go in
your next representatives here in front. front)
Say: Since the Group 1 has won the first round,

they will be given a chance to choose the
category and point value they want again. I choose the Category 2, 2 points.
Now, Group 1 representative, please choose
the category and point value you want.
Say: Okay, let’s open the Category 2, 2 points.
(The teacher will open the Category 2, 2

points)
Say: The question is, “Who is the author of the

(The Group 2 representative will raise
poem?”
her hand first)
Say: Group 2 representative, you have raised
your hand first, which means you are the one
who will be given the chance to answer the The author of the poem is Trinidad
question first. What is your answer? Tarrosa-Subido.
Say: Very good! Your answer is correct.

Congratulations! You may now go back to
your seats.
Say: Class, I want you to note that Trinidad

Tarrosa-Subido wrote this poem during the
Japanese occupation in the Philippines. So, is Yes, Teacher, because the Period of
the poem still part of the literary works written Emergence involves the American and
during the Period of Emergence? Japanese occupation in the Philippines.
Say: That is right! Now, let’s continue our

game. Group 2, you now have two points. (The next representatives will go in
Group 1 and 2, please send your next front)
representatives here in front.
Say: Group 2, we have 8 point values left,

please choose the category and point value you I choose the Category 2, 4 points.
want.
Say: Now, let’s open Category 2, 4 points.
(The teacher will open the Category 2, 4

points)
Say: The question in Category 2, 4 points is (The Group 2 representative raises his
“How many lines are there in the poem?” hand first)
Say: Yes, Group 2, what is your answer? There are 14 lines in the poem.
Say: That is correct! Congratulations Group 2,

you have additional 4 points. Before we
continue to our game, Class, I have a question
for you. What do we call a poem that has 14 A poem that has 14 lines is a sonnet.
lines?
Say: Very good! A poem that has 14 lines is a

sonnet. So, the poem ‘To My Native Land’ Yes, Teacher!
written by Trinidad Tarrosa-Subido is a sonnet.
Is it clear?
Say: Great! Now, let’s continue our game.

Group 1, you have 2 points, Group 2 you now
(The next representatives will go in
have 6 points. Next representatives, please
front)
come here in front.
Say: Group 2 representative, since your group

has won the last round, please choose the
category and point value you want. I choose the Category 1, 4 points.
Say: All right, let’s open the 4 points, in

Category 1.
Say: The question in Category 1, 4 points, is

‘How many syllables are there in every line of (The Group 1 representative raises her
the poem?’ hand first)
Say: Yes, Group 1 representative, what is your There are 10 syllables in every line of the
answer? poem.
Say: Very good! In the poem ‘To My Native

Land’, there are 10 syllables in every line of the
poem. I want you to note that a sonnet in
English usually have 10 syllables per line. Did Yes, Teacher!
you get that?
Say: Very good! Now, let’s continue our game.

Groups 1 and 2 both now have 6 points. To the (The next representatives will go in
next representatives, please come here in front. front)
Say: Group 1, please choose the category and I want Category 2, 6 points.
point value you want.
Say: Okay, let’s open the 6 points in Category

2.
Say: The question in Category 2, 6 points, is (Group 1 representative raises her hand
‘What does the speaker of the poem want to first)
explain to his/her beloved land?
The speaker wants to explain to his/her
Say: Yes, Group 1 representative, what is your beloved land why thought of nearing death
answer? provokes a pain.
Say: That’s correct! According to the speaker,

the thought of nearing death provokes him/her
pain and he/she is going to explain it later in the
poem why it is so. Do you know the reason Yes, Teacher.
already?
Say: Let’s see! Let’s continue our game. The 6

points in Category 2 goes to group 1. Leaving
them with 12 points and Group 2, 6 points. Next (The next representatives will go in
representatives, please come in front. front)
Say: All right, Group 1 representative, please I want the 8 points in Category 2.
choose the category and point value.

2.
Say: The question is, “What is the author (The group 2 representative raises her
referring to when she said ‘Orient Isles of hand first)
kindly sun and rain’?”
When the author said ‘Orient Isles of
Say: Yes, Group 2 representative, what is your kindly sun and rain’, she is referring to the
answer? Philippines.
I think, the author used that kind of

Say: That’s right! The author is referring to the
description in describing the Philippines
Philippines when she said ‘Orient Isles of
because the Philippines is a country in the
kindly sun and rain’. Why do you think so,
Orient receiving moderate sun and rain.
Class?
Say: Your right! The author used the words

‘Orient Isles of kindly sun and rain’ in
representing the Philippines in her poem
because the Philippines, made of thousands of

islands, is a country in the Orient that receives
moderate sun and rain. The word ‘Orient’ refers
to the East and Southeast Asian countries, such
as China, Japan, Indonesia, and the Philippines. Yes, Teacher!
Did you get that?
Say: All right! Let’s continue our game. We

only have 4 point values left. The Group 2 won
the last round, leaving them with 14 points and
Group 1, with 12 points! Close fight! Let’s have
the next round. Please send your next (The next representatives will go in
representatives here. front)
Say: Are you ready? Yes, Teacher.
Say: Very good. Now, Group 2, please choose I choose the Category 1, 6 points.
the category and point value you want.
Say: All right, let’s open the 6 points, Category

1.
Say: The question in 6 points, Category 1 is,

“What does the speaker of the poem think of (The Group 2 representative raises her
that provoke him/her pain?” first)
Say: Yes, Group 2 representative, you raised The thought that provokes the speaker pain
your hand first, what is your answer? is the thought of nearing death.
Say: Very good! As what the poem says, the

thought of nearing death provokes him/her pain. Yes, Teacher.
Do you get that?
Say: Now, let’s continue our game! The Group

1 now has 12 points while the Group 2 has 20
points. Group 1 and Group 2, please send your (The next representatives will go in
next representatives here. front)
Say: Group 2, please choose the category and

point value that we are going to open. I choose the Category 1, 8 points.
1.
Say: The question in 8 points, Category 1 is,

“What does the statement ‘flesh must soon (The Group 1 raises his hand first)
succumb to dust’ mean?”
Say: Yes, Group 1, what is your answer? The statement ‘flesh must soon succumb to
dust’ means Death.
Say: That is correct! The author is referring to
dying or death in the statement ‘flesh must soon
succumb to dust’.
Say: All right! The Group 1 representative has

won the last round, leaving all the groups with (The next representatives will go in
20 points! Now, let’s continue our game. Next front)
representatives, please come here in front.
Say: All right! We have 2 point value left.

Group 1 representative, please choose the
category and point value you want since your
I choose the Category 1, 10 points.
group has won that last round.
Say: Okay, let’s open the 10 points, in Category

1.
Say: The question here is, “What is the speaker

of the poem afraid of?” (The Group 1 representative will raise
his hand first)
Say: Yes, Group 1 representative, what is your The speaker of the poem is afraid of dying
answer? without leaving something in his/her
beloved land.
Say: Very good! 10 points for the Group 1! I come to think of that, Teacher, because of
How did you say that the speaker of the poem is the line that say ‘How sad to leave with
afraid dying without leaving? nothing to bequeath’.
Say: Very good. Please take note of that Class.
Now, let’s continue to our last round. Group 1
now has 30 points, while the Group 2 has 20
points. Let’s see now who’s going to win. If the
Group 2 will win this round, we are going to
have a tie breaker. Last representatives, please
(The last representatives will go in
come here in front.
front)
Say: Since there is nothing to choose from, we
are going to open the last point value, which is
10 points in Category 2.
Say: The question here is, “Who is the speaker (Group 2 representative raises her hand
of the poem?” first)
The speaker of the poem is a Filipino

Say: Yes, Group 2, what is your answer? patriot who is afraid to die without doing
something significant to the country.
Say: Very good! The speaker of the poem is a

Filipino patriot who loves and appreciates
his/her country much and is afraid to die during
the Japanese-Philippine war without something
significant to leave to the Philippines. Is that Yes, Teacher!
clear?
Say: Very good! Congratulations Group 2! Our

last round has ended and we have a tie! Both the
Group 1 and 2 now have 30 points! As what I
have said earlier, we are going to have a tie-
breaker. Are you ready? Yes, Teacher!
Say: Very good! Now, imagine I am someone

who have no idea about the poem, for 10 points,
who can tell me the things that we have (A Group 2 member raises his hand
discussed earlier about the poem? first)
Say: Yes Group 2 member, can you tell me that

things that we have discussed earlier? Yes, Teacher.
Say: Very good! You can start now. To My Native Land is poem written by
Trinidad Tarrosa-Subido during the
Japanese occupation in the Philippines. It
is a sonnet which has 14 lines and 10
syllables per line. It is a poem explaining
why thought of nearing death provokes
pain to the speaker. It is said in the poem
that it is so because the speaker, who is a
Filipino patriot, is afraid to die without
leaving something significant to his/her
country.
F. Summary of the Poem
Say: That’s right! To My Native Land is poem

written by Trinidad Tarrosa-Subido during the
Japanese occupation in the Philippines. It is a
sonnet which has 14 lines and 10 syllables per
line. Tarrosa-Subido wrote this sonnet about the
Philippines upon seeing how many young
Filipinos were dying in the war. It is a poem
explaining why thought of nearing death
provokes pain to the speaker. It is said in the
poem that it is so because the speaker, who is a
Filipino patriot, is afraid to die without leaving
something significant to his/her country. Is that Yes, Teacher!
clear?
Say: Now, I give the 10 points to the Group 2.

Congratulations Group 2 for winning the game!
Congratulations also to the Group 1 for also
doing a good job! All of you will get your prices Yes, Teacher!
at the end of this unit. Are you excited?
Say: Very good. Class I want you to clap for

yourselves for participating actively today.
Yes, Teacher.
Have you learned a lot about the poem?
Closure:
Summary
Say: That’s great! Today we have tackled some

of the distinguishing features of the Period of
Emergence, which are: the specific years when
it started and ended (1898-1946), the events in
the Philippines when it surfaced (American and
Japanese occupation in the Philippines), and the
kinds of writers that this period had produced
(those who were concerned with social
consciousness, those who were more concerned
with craftsmanship, and those who were
determined to explore local culture more
closely). We have also read the poem that was
written during the Period of Emergence entitled
‘To My Native Land’ and discussed it through
the game called ‘Jeopardy Game’. Now, let’s

check if you have achieved our objectives for
today.
Say: Have you identified some of the Yes, Teacher!

distinguishing features of the Period of
Emergence?
Say: All right. Can you describe now the Period The Period of Emergence started in the
of Emergence using the distinguishing features year 1935 and lasted in the year 1945. It
you have identified earlier? happened during the American and
Japanese occupation. The writers that
emerged during this period are: 1) those
who were concerned with social
consciousness, 2) those who were more
concerned with craftsmanship, 3) and those
who were determined to explore local
culture more closely.
Say: Very good! Now, have you read the poem Yes, Teacher!
‘To My Native Land’?
Say: Have you identified the points explicitly Yes, Teacher!

stated in the poem ‘To My Native Land’?
The speaker of the poem is afraid to die
Say: Can you give one point explicitly stated in without something precious to leave for
the poem? his/her country.
Say: Very good! Now, have you participated Yes, Teacher!
actively in our class discussion?
Say: I am happy that you have achieved our

objectives for today. Congratulations class!
(The students will clap for themselves)
Please clap for yourselves again for a job well
done.
Say: All right! This will be the end of our class

today. See you on our next meeting. Have a Good day, Teacher Kate! Thank you!
good day, Class!
(Day 2)
Preliminary
Prayer
Say: May I request someone to lead the I will lead the prayer Ma’am. Classmates
Greetings
Say: Good morning Class. Good morning, Teacher Kate!
Say: I’m glad to know that you are all

well. Are you excited on what we Yes, we are!
are going to do today?
Say: Now, please fix your chairs (Students align their chairs and pick up
properly and pick up the dirt. all the dirt)
Say: Please make sure that you are

seating on your proper seats or else, you
will be marked absent.
Attendance
(Use Seat plan in checking the
attendance.)
Review
Say: Can someone give a review on Last meeting, we tackled the distinguishing
what we did last meeting? features of the Period of Emergence and we
have an activity called the Jeopardy Game,
as a part of our discussion of the poem ‘To
My Native Land’.

III. Deepen
(The teacher will post the Objectives)
Say: Class, last meeting, you have,

successfully achieved our objectives,
specifically, identified some of the
Emergence, unlock unfamiliar words from
the poem ‘To My Native Land’, read the
poem ‘To My Native Land’, identified the
points explicitly stated in the poem, and
participated actively on our class activities.
Today, the objectives that you are going to
achieve are posted on the board. Please
read the objectives. (The students will read the Objectives)
Objectives:
Objectives:
At the end of one-hour class session,
At the end of one-hour class session,
I can:
I can:
 role play my understanding
 role play my understanding
about the poem ‘To My
about the poem ‘To My
Native Land’;
Native Land’;
 enumerate the distinguishing
 enumerate the distinguishing
features of the Period of
features of the Period of
Emergence;
Emergence;
 participate actively in class
 participate actively in class
activity; and
activity; and
 appreciate my understanding
 appreciate my understanding
of the poem in discovering
of the poem in discovering
something in my identity.
something in my identity.
Say: Thank you for reading, Class. Today,

we are going to have different activities to
deepen your understanding about the poem
‘To My Native Land’. After our group
activities, we are also going to have a quiz
today to check your understanding about
our topic. Is that clear? Yes, Teacher!
Say: Very good! Now, let’s start our group

activity. Can you still remember your Yes, Teacher.
group last meeting?
Say: Where are the Group 1 members? (The Group 1 members raise their
hands)
Say: Where are the Group 2 members?
(The Group 2 members raise their
Say: All right! Please go to your group last hands)
meeting. Group 1 can stay here and Group
2 on the other side.
(The students go to their group)
Say: Okay students, please settle down
now and listen to my instructions carefully.
Instructions: The activity that we are

going to do today is called Act It! In this
activity, I am going to give you questions.
You are going to answer it with your group
mates for 10 minutes. You should write
your answers on a 1 whole sheet of paper.
Your answers will be presented in front
through acting your answers out for each
questions. You should divide the number
of questions to the number of your group
members to find out how many will be
assigned to each question. Note that each
member of the group should be given a
chance to present and perform in front.
You will be given another 3 minutes to
practice for the 1-minute presentation for
each question. After, you are to present
your role playing in front. Is that clear? Yes, Teacher.
Say: All in all, you will be given 13

minutes. 10 minutes for answering and
discussing the questions with your group
plus 3 minutes for you to practice for your
1-minute role-play in front for the question
assigned to you. Is that clear? Yes, Teacher.
Say: Do you have any question or

clarification about the activity? None, Teacher.
Say: All right! I will post the questions

now and after this, you can start doing the
activity.
(The teacher will post the questions)
Questions:
1.Why do you think the author wrote
the poem?
2.Why do you think is the speaker of
the poem sad on the thought of
dying without something to leave?
3.Would the poem be written if the
Philippine-Japan war did not
happen? Why?
4.What do you think the speaker of
the poem have done after writing
the poem?
5.What have you learned from the
poem?
6.After reading the poem, what can
you say about Filipinos?
7.What do you think the speaker of
the poem would do if he/she
continue living?
8.How do you think your
understanding of the poem ‘To My
Native Land’ help you discover
something about yourself as a
Filipino?
9.Among the three classifications of
writers during the Period of
Emergence, in what group does the
writer of the poem belong?
Say: Okay, Class, your timer starts now.
(After 10 minutes)
Say: Class, your 10 minutes for answering

the questions is now over. Please stop
writing and give papers to me. Start
preparing now for the presentation of your
answers in front. Make sure that you have
already assigned each questions to the
group members. Is that clear? Yes, Teacher!
(After 3 minutes)
Say: The time is up! Class please settle

down now because we are going to start the
presentation of your answers. The first to
present in the group are the members
assigned in acting out the answer in
question number 1. Next, are the members
assigned in question number 2, and so on.
To know what group will present first, we
are going to have a draw lots. The group
which will draw the paper having the
number 1 on it will present first. Is that Yes, Teacher!
clear?
Say: All right! Group 1 and Group 2, send

your representatives here in front to do the (The Group 1 and 2 representatives will
draw lots. draw lots.)
(Assuming the Group 2 has drawn the

paper with the number 1)
Say: Who got the paper with the number Group 2: We got the paper with number 1,
1? Teacher.
Say: All right! The Group 2 will present

first their answers. Group 2, please take the (The Group 2 will present their answers
stage. for the 9 questions through role playing
for each number)
Expected answers for each question.
Questions:
1. Why do you think the author wrote the
poem?
Answers may vary. The answer might be
the following.
I think the author wrote the poem
because she wanted to express her
emotions and thoughts during the
Japanese occupation in the Philippines.
2. Why do you think is the speaker of the

poem sad on the thought of dying
without something to leave?
the following.
I think the speaker is sad on the thought
of dying without something to leave
because she is very grateful to her
country and to all the things her country
lets her experience.
3. Would the poem be written if the

American and Japanese colonization
did not happen? Why?
No, the poem wouldn’t be written if the
American and Japanese colonization did
not happen. It is because the writer was
able to write the poem through her
knowledge of the English language.
Further, she has written the poem about
the Philippines upon seeing how many
young Filipinos were dying in the
Philippine-Japan war.
4. What do you think the speaker of the

poem have done after expressing the
poem?
the following.
I think, after expressing the poem, the
speaker continued to show his/her
gratefulness to her country. He/she
might have done lots patriotic acts and
might have even fought those people who
oppressed the Philippines during the
Japanese occupation.
5. What have you learned from the

poem?
the following.
From the poem, I have learned to
appreciate more my beloved country, the
Philippines. From it, I have also learned
how appreciative and patriotic Filipinos
can be even in midst of chaos and
oppression.
6. After reading the poem, what can you

say about Filipinos?
After reading the poem, I can say that
Filipinos are brave, thoughtful,
appreciative, thankful and loving to the
Philippines. Filipinos that time really
appreciate the beauty of our country and
is determined to pay the goodness back
our land had given them.
7. What characteristics have you

discovered in yourself after
understanding the poem?
Answers may vary. The answer might
be the following.
The characteristics that I have
discovered in myself after
understanding the poem are the
following:
-the boldness that runs in my patriotic
blood;
-the genuine desire of seeing my
country flourish; and
-my love and admiration to my
beautiful country.
8. How did your understanding of the

poem ‘To My Native Land’ help you
discover something about yourself as
a Filipino?
My understanding of the poem ‘To My
Native Land’ helped me discover
something about myself as a Filipino
through showing me some of the
characteristics of Filipinos and
helping me relate it to myself as a
citizen of my beloved land, the
Philippines.
9. Among the three classifications of
writers during the Period of
Emergence, in what group does the
writer of the poem belong?
Among the three classifications of
writers during the Period of Emergence,
the group where the Trinidad Tarrosa-
Subido belongs is in the group of writers
who were concerned with social
consciousness.
(After the presentation of the Group 2)
Say: Let’s clap our hands for the Group 2! (The students will clap their hands for
Group 2)
Say: Thank you group 2! Please take your (The Group 2 members will take their
seats now. seats)
Say: Now, let’s witness the presentation of (The Group 1 members will go in front
Group 1! Please take the stage, Group 1! and present their answers through role-
play)
(After the presentation of the Group 1)
Say: Let’s clap our hands for the Group 1! (The students will clap their hands for
the Group 1)
Say: Thank you Group 1! Please take your (The Group 1 members will take their
seats now. seats)
Say: Class, I’m happy with your

presentation. I believe that you have
gained deeper understanding about the
poem and about the Period of Emergence.
Clap for yourself again for a job well done! (The students will clap for themselves)
Say: All right! Before I forgot, please go (The students will go back to their
back to your proper seats now. proper seats)
Say: Class, I’m happy because I think you

have really learned our topic. Don’t forget
that the Period of Emergence happed
during the American and Japanese
occupation between the years of 1898 and
1946. It is during these years when Filipino
learned to use English language because of
the Americans. It is also during these years
when Japan occupied our country and
brought war in the Philippines, hence the
birth of the poem ‘To My Native Land’ by
Trinidad Tarrosa-Subido.
Don’t forget that there were three different

groups of writers who emerged during the
Period of Emergence. Who were they? Those who were concerned with social
consciousness, those who were more
concerned with craftsmanship, and those
who were determined to explore local
culture more closely.
Say: Very good! Also, don’t forget that
your understanding of a literary work
written during the Period of Emergence is
important in discovering something about
yourself. Is that clear? Yes, Teacher.
Say: Do you still have questions about our None, Teacher.

topic?
IV. TRANSFER
Say: All right! I think you are ready now

for our quiz. Please prepare ½ sheet (The students will prepare their paper)
(crosswise) of paper.
Say: Please write your name on your paper

and the date today. On the front part of (The students will follow the
your paper, put the Roman numeral I and instructions)
label it ‘Enumeration’. On the back part of
your paper, write the Roman numeral II
and label it ‘Essay’. Is it clear? Yes, Teacher!
Say: Are you ready? Yes, Teacher!

Say: All right! For 5 points, enumerate the (Expected Answers)

Emergence.  The Period of Emergence
emerged during the American
and Japan colonization.
 It started in the year 1898 and
ended in the year 1946.
 During this period, there were
three different groups of
writers who emerged: those
who were concerned with
social consciousness, those
who were more concerned
with craftsmanship, and those
who were determined to
explore local culture more
closely.
(After 3 minutes)
Say: Are you done? Yes, Teacher.
Say: Okay, at the back of your paper,

below the Roman numeral II, write number
1 and the question ‘Is your understanding (The students will follow the
of a literary work in the Period of instruction)
Emergence important in discovering
something about yourself? Why?’
Say: Are you done writing? Yes, Teacher.
Say: Next, provide a space for your answer

on the first question and write number 2
and the question ‘After understanding the (The students will follow the
poem ‘To My Native Land’, what have you instruction)
discovered in yourself as a Filipino?
Say: Are you done writing? Yes, Teacher.

Say: Okay, I want you to answer the two

questions for 5 minutes. Is that clear? Yes, Teacher.
Say: Your timer starts now.
(After 5 minutes)
Say: Okay, Class, please stop writing.

Please pass your papers forward. I’ll be the (The students will pass their papers
one who’s going to check your papers. forward)
Say: So, what are the distinguishing

features of the Period of Emergence?  The Period of Emergence emerged
during the American and Japan
colonization.
 It started in the year 1898 and ended

in the year 1946.
 During this period, there were three

different groups of writers who
emerged: those who were
concerned with social
consciousness, those who were
more concerned with
craftsmanship, and those who were
determined to explore local culture
more closely.
Say: Very good! Now, is your

understanding of a literary work in the
Period of Emergence important in Yes, Teacher!
discovering something about yourself as
Filipinos?
Say: Why? It is important because our understanding

of a literary work in the Period of
Emergence deepens our knowledge about
the distinct personalities our race possess.
Say: Very good! Now, who can share to After understanding the poem, I have
the class what have you discovered in discovered the great love of Filipinos that
yourself as a Filipino after understanding time for our country, the Philippines. Upon
the poem ‘To My Native Land’? reading the poem, I have discovered in
myself the love I have for my country also.
If I was born during that time, I will also
fight for my country because this is the land
where I was put by God and this land that
have provided me wonderful things in life.
Say: Wow! That is a great discovery. As

we continue our lesson on the Philippine
Literature in the Period of Emergence, I
hope you will discover more in yourself
which will greatly help you in asserting
your unique identity.
Say: Class, I want you to clap for yourself (The students will clap for themselves)
again because I can see that you have
already learned a lot about our topic.
CLOSURE:
SUMMARY
Say: Today, you have done various

activities to deepen and check your
knowledge. You had a group activity to
answer the questions prepared for you and
to deepen your understanding regarding
our topic and you had your quiz, for us to
check your understanding about our topic.
Say: After ending our class, let’s see if you

have achieved our objectives for today.
Say: Have you role played your

understanding about the poem? Yes, Teacher.
Say: Have you enumerated the

distinguishing features of the Period of Yes, Teacher.
Emergence?
Say: Have you participated actively in the

class activity? Yes, Teacher.
Say: Have you appreciated your

understanding of the poem in discovering
something in your identity? Yes, Teacher.
Say: Very good! Congratulations, Class,

because you have achieved our objectives
for today.
Say: So, we are going to end our class

here. See you on our next meeting. Have a Good day, Teacher Kate! Thank you!
good day, Class!

Lesson Plan in English
Subject: English 7 Time Frame: 2 Days

Quarter: Q3 Teacher: Kate Dianne P. Zabate
Unit Topic: Uncovering Culture in Literature During The Period of Emergence
Subtopic:
Grammar: Logical Connectors
Stage 1 – Desired Results
Content Standard Performance Standard
The learner demonstrates understanding of The learner transfers learning by
word relationships and associations. expressing ideas, opinions, and feelings
through various formats.
Essential Understanding Essential Question

Students will understand that expressing How will the understanding of word
ideas, opinions, and feelings through relationships and associations help in
various formats is affected by the expressing ideas, opinions, and feelings
understanding of word relationships and through various formats?
associations.
Understanding Skills
Students will know: Students will be able to:
 sentences using logical connectors  link sentences using logical
that signal chronological and connectors that signal
logical sequence and summation. chronological and logical sequence
and summation. EN7G-III-a-1
Learning Goal: Students on their own and in the long run will be able to use their
understanding of word relationships and associations in expressing their ideas, opinions,
and feelings through various formats.
Stage 2 — Assessment Evidence

Performance Tasks 6 Facets of Other Evidences:
Understanding
GRASPS The students demonstrate  Formative and
understanding covering Summative
Goal—Your task is to create the six facets of Assessment
a brochure that illustrates the understanding.  Oral recitation
importance of the  Board work
understanding of Philippine Explain  Assignments
literature in the Period of The students will be able  Group/Individual
Emergence in asserting one’s to use their understanding Activities
identity. of word relationships and
associations in expressing
Role—You are a teacher of one’s ideas, feelings and
literature. opinions.
Audience—The target Interpret

th
audience is a 7 grade class. The students will be able
to judge the importance of
Situation—You need to the understanding of word
emphasize to the students the relationships and
importance of the associations in expressing
understanding Philippine one’s ideas, feelings and
Literature in the Period of opinions.
Emergence in asserting one’s
identity. To do this, you have Apply
thought of making a brochure The students will be able
and illustrate in it how the to produce brochures that
understanding of a particular show their understanding
Philippine literary work in the of word relationships and
Period of Emergence help in associations.
asserting one’s identity.
Empathy
Product/Performance— The students will be able
You need to select a particular to imagine the difficulty
Philippine literary work in the when people try to
Period of Emergence and express their ideas,
create a brochure that opinions, and feelings
illustrates the importance of without the understanding
the understanding of it in of word relationships and

asserting one’s unique associations.
identity. In your brochure,
you need to show the
important elements of the Perspective
literary work you have chosen The students will be able
and the ways how one can to analyze the importance
assert his/her identity using of the understanding of
his/her the understanding of word relationships and
those elements and of the associations in expressing
whole literary work. In one’s ideas, feelings and
presenting your ideas, you opinions.
also need to use appropriate
logical connectors. Self-knowledge
The students will be able
Standards & Criteria for to realize the need of the
Success— Your output will understanding of word
be evaluated using the relationships and
following criteria: associations in expressing
 Attractiveness and one’s ideas, feelings and
Organization opinions coherently.
 Content – Accuracy
 Writing – Mechanics:
o Spelling
o Sentence
Form
o Grammar
o Use of Logical
Connectors
o Punctuation
o Capitalization
Stage 3 – The Learning Plan

Teacher’s Activities Student’s Activities
(Day 1)
Preliminary
Prayer
Say: May I request someone to lead the I will lead the prayer Ma’am. Classmates let
prayer? us pray.
Greetings
Say: Good morning Class! Good morning, Teacher Kate!
Say: I’m glad to know that you are all well.

Are you excited on what we are going Yes, we are!
to do today?
Say: Please make sure that you are seating on

your proper seat or else, you will be marked
absent.
Attendance
(Use Seat plan in checking the attendance.)
Review
Say: Can someone give a review on what we Last meeting, we had activities and quizzes
did last meeting? about the poem ‘To My Native Land’.

I. EXPLORE
A. Presentation of the Lesson Topic
Say: Class, our lesson for today is about the
logical connectors that signal chronological
and logical sequence.
B. Presentation of the EU and EQ
(The teacher will post the Essential

Understanding)
Say: For our Essential Understanding, I am

requesting everyone to please read. (The students will read the EU)
Students will understand that expressing Students will understand that expressing
ideas, opinions, and feelings through ideas, opinions, and feelings through
various formats is affected by the various formats is affected by the
understanding of word relationships and understanding of word relationships and
associations. associations.
Say: Thank you class. At the end of this unit, it

is important for you to understand that
expressing your ideas, opinions, and feelings
through various formats is affected by your
understanding of word relationships and
associations. Is it clear? Yes, Teacher.
Say: So, is your understanding of the word

relationships and associations important in
expressing your ideas, opinions, and feelings
through various formats? Yes, Teacher!
Say: All right, please read the question that is

essential to answer in this unit.
(The teacher will post the Essential

Question) (The students will read the EQ)
How will the understanding of word How will the understanding of word
relationships and associations help in relationships and associations help in
expressing ideas, opinions, and feelings expressing ideas, opinions, and
through various formats? feelings through various formats?
Say: Thank you for reading. It is important that

you will be able to answer this question at the
end of this unit. If you can answer this question
correctly, it means that you have successfully
understood our lesson and the importance of it.
Do you understand? Yes, Teacher.
Say: All right! Are you ready to start

discovering the answer of this question? Yes, Teacher!
C. Presentation of the Objective

Objectives)
(The students will read the Learning
Say: Now, please read our objectives for this Objectives)
day.
At the end of one-hour class session, I At the end of one-hour class session, I
can: can:
 identify logical connectors that  identify logical connectors that
signal chronological and logical signal chronological and logical
sequence; sequence;
 practice using logical connectors  link sentences using logical
that signal chronological and connectors that signal
logical sequence in sentences; chronological and logical
and sequence; and
 participate actively in class  participate actively in class
discussion. discussion.
Say: Thank you for reading. Now, Class, I

want to show you a picture.
(The teacher will show a picture of cookies)
Say: What can you see in the picture? We can see cookies!
Say: Are you fond of eating cookies? Yes, Teacher!
(The teacher will show a picture of the

ingredients of cookies)
Eggs, peanut butter, sugar, baking soda,

Say: What can you see in this picture? salt, vanilla
Say: These are the ingredients used in making

cookies. We don’t just mix all of the ingredients
together in one bowl to make a cookie. There
are steps that we have to follow to be able to
successfully bake cookies. Do you want to Yes, Teacher.
know the steps in making cookies?
(The teacher will show the recipe for making

cookies)
FIRST, preheat the oven to 350°F.

THEN, grease the cookie sheets.
AFTER THAT, stir the peanut butter and
sugar together in a medium bowl until
smooth. NEXT, beat in the eggs, one at
time, then stir in the baking soda, salt,
and vanilla. THEN, roll dough into 1
inch balls and place them 2 inches apart
onto the prepared cookie sheets. Bake
for 8–10 minutes in the preheated oven.
LASTLY, allow cookies to cool on
baking sheet for 5 minutes before
moving them to a wire rack to cool
completely.
Say: All right! Here are recipe for making

cookies. I want you to take note of the words
that are capitalized. What do you think are the The words tell us the sequence of steps to do
importance of these words in the recipe? to make cookies successfully.
Say: Thank you for your idea, what else? The words help us carry out the steps
accordingly and make cookies successfully.
Say: Thank you for your ideas. What do you Those words are called ‘Logical
think these words are called? Connectors’.
They are called Logical Connectors because

Say: Logical Connectors? Why do you think they connect ideas in sentences and
these are called Logical Connectors? What paragraphs while helping the reader/listener
make these capitalized words “connectors” and follow the sequence or reasoning of the
“logical” at the same time? writer/speaker.
Say: Okay, thank you for your ideas. Now, let

us find out if your ideas fit to what we are going
to discuss today.
II. FIRM-UP
(The teacher will show the definition and

examples of Logical Connectors)
Say: Class, please read what is shown in the (The students will read what is shown in
slide. the slide)
Logical Connectors Logical Connectors

 Used to join or connect two ideas that  Used to join or connect two ideas
have a particular relationship
that have a particular relationship
 Used to express thoughts in an orderly  Used to express thoughts in an
manner
orderly manner
Examples: Examples:
-first... -in conclusion... -first... -in conclusion...
-after this... -then... -after this... -then...
Say: Thank you. So, what do we call the words
that have been capitalized earlier? They are called Logical Connectors.
Say: So, are you correct with your answers

earlier? Yes, Teacher!
Say: Very good! So, the capitalized words

earlier are called Logical Connectors. Now,
what comes into your mind when we say Clear reasoning, Teacher!
‘logical’?
Say: That’s right! Logical is characterized by

clear and sound reasoning. Being logical means
being able to give reasons or express thoughts
in an orderly manner. Do the capitalized words
in the recipe help the writer express his thoughts

in an orderly manner? Yes, Teacher!
Say: That’s right! The logical connectors used

in the recipe help the writer in producing good
writing and help his readers follow his steps.
Now, who among you here find it hard to give
reasons or express thoughts in an orderly (Students will raise their hands)
manner?
Say: Can you cite an experience of yours when Teacher, whenever I am asked to make a
you find it hard to give reasons or express your paragraph about a certain topic, I tend to
ideas in an orderly manner? have lots of ideas but I cannot connect or
even express those properly.
Say: Thank you for sharing! How about others?

We have the same experience, Teacher. I
really find it hard to express my ideas
logically.
Say: Okay, thank you for sharing! Do you think
your understanding of Logical connectors could
help you in your problems in expressing your
ideas logically? Yes, Teacher!
Say: Why? Understanding logical connectors could

help us in our problems in expressing our
ideas logically because according to their
description above, they are used in
connecting and joining related ideas and
used in expressing thoughts in an orderly
manner.
Say: Very good! Logical connectors are
essential in writing and speaking because these
are used to show relationship between ideas in
sentences and in paragraphs. Logical
connectors are like bridges between your ideas Yes, Teacher!
in your paragraphs. Do you agree?
Say: Why do you think logical connectors are Logical connectors are compared to bridges
compared to bridges? because just like bridges, they help us link,
connect, and arrange our ideas so that
readers understand us clearly.
Say: Do you think the logical connectors help

the writer of the recipe of cookies connect and Yes, Teacher!
arrange his ideas?
Say: That’s correct! Logical connectors help us

bridge—connect and arrange our ideas.
Furthermore, logical connectors are also useful
in achieving good coherence in your writing.
It refers to the linking of ideas in a logical
Say: Can someone define coherence? sequence or order. Also, it refers to the
organization of sentences and ideas in your
essay working together as a whole within
Say: Correct! Coherence is related to unity. paragraphs.
Ideas that are arranged in a clear and logical
way are coherent. When a text is unified and
coherent, the reader can easily understand the
main points. Coherence is important in your
writing. Can logical connectors help you
achieve coherence? Yes, Teacher.
Say: All right! The logical connectors that we

are going to discuss in this unit are the
connectors that signal chronological and logical
sequence and connectors that signal summation.
Today, we are going to discuss first the logical
sequence. The logical connectors that signal
summation will be discussed on our next
meetings. Is that clear? Yes, Teacher.
Say: Good. Now, can you please read what is (The students will read the logical
shown in the slide? connectors presented)
Numerical Numerical
Chronological Logical Chronological Logical
 in the (first) place  initially  in the (first) place  initially
 first...  secondly  first...  secondly
 second...  second...
Say: Thank you. So these are examples of

sequence. When we say chronological, in terms

of writing composition, it means that the things
happened or came to be are arranged in order.
Logical, as what I have said earlier, is when
ideas are presented in a reasonable and proper
way.
Say: Please read the examples of sentences that (The students will read the examples)
use connectors in numerical category.
Examples: Examples:
 First, we would like to take this  First, we would like to take this
opportunity to thank all of you for opportunity to thank all of you for
coming to this event. coming to this event.
 Second, we would like to encourage  Second, we would like to encourage
everyone to take this event an everyone to take this event an
opportunity to relax and have fun. opportunity to relax and have fun.
 In the first place, we should decide on  In the first place, we should decide
one plan only or else we will not win on one plan only or else we will not
the competition. win the competition.
 In the second place, you must rev it up  In the second place, you must rev it
to warm the engine. up to warm the engine.
 In the third place, he turned out to be a  In the third place, he turned out to be
retailer of some sort of wares. a retailer of some sort of wares.
 Initially, we make sure that the nails  Initially, we make sure that the nails
are clean before putting something on are clean before putting something on
those. those.
 Initially, the work was pretty mundane.  Initially, the work was pretty
 Firstly, it’s expensive, and secondly, mundane.
it’s not that good at all.  Firstly, it’s expensive, and secondly,
 Secondly, I realized when we began it’s not that good at all.
this venture; it would have its run and  Secondly, I realized when we began
then be over. this venture; it would have its run and
 Thirdly, we have placed the document then be over.
on the teacher’s desk.  Thirdly, we have placed the
document on the teacher’s desk.
Say: Thank you. Who could also give a Feathers initially developed from insect
sentence using the given connectors above? scales.
Say: Very good! Now, please read the next set
(The students will read the logical
of connectors that signal chronological and
connectors presented)
logical sequence.
Beginning Beginning
 at first  to start with  at first  to start with
 to start with  to begin with  to start with  to begin with
 to begin with  for a start  to begin with  for a start
 for a start  initially  for a start  initially
 initially  initially
Say: Thank you for reading. These connectors

are used to begin a sentence or a paragraph and
also show the sequence of the event happened. It was repeated in the next set because we
Notice that the word ‘initially’ was repeated in could also use the word ‘initially’ in starting
this set. What do you think is the reason? a sentence or a paragraph.
Say: That’s right! ‘Initially’ and some of the

words here can both be used as a numerical
connector, which means it can be used to show
the sequence of the event happened, and as a
connector used in the beginning. Notice also
that there are some logical connectors that we
can use to show both chronological and logical
sequence. Actually, logical connectors
signaling chronological and logical sequence
can be used interchangeably in showing the
sequence or reasoning. Do you understand? Yes, Teacher.
Say: The examples of sentences that use the

connectors used in starting sentences are in the
next slide. Please read. (The students will read the examples)
Examples: Examples:
 For a start, we need remove the spring  For a start, we need remove the
binding the notebook. spring binding the notebook.
 At first, a cup of flour is needed to be  At first, a cup of flour is needed to
mixed with a cup of water. be mixed with a cup of water.
 To begin with, the rice has to be  To begin with, the rice has to be
cleaned well with water. cleaned well with water.
 To start with, we need one long bond  To start with, we need one long
paper and a stick. bond paper and a stick.
Examples: Examples:
 Initially, you have to cut the paper into  Initially, you have to cut the paper
two. into two.
 At first, my doctor thought I have  At first, my doctor thought I have
dengue but further testing proved I dengue but further testing proved I
didn’t. didn’t.
 To begin with, I didn’t notice that the  To begin with, I didn’t notice that the
kid was there. kid was there.
 To start with, we don’t have enough  To start with, we don’t have enough
money. money.
 Initially, the group was unwilling to  Initially, the group was unwilling to
accept the defeat. accept the defeat.
 For a start, I found it difficult to deal  For a start, I found it difficult to deal
with my new environment. with my new environment.
Say: Can you give another example of a To start with, you need to write your name.
sentence using connectors used in the
beginning?
Say: Very good, thank you. Next, if we

continue a certain paragraph, the following
connectors are used to resume the happenings.
Continuation
Chronological Logical
 previously  next
 after this  then
 afterwards
 eventually
 subsequently
 before this
Say: The examples are...
Examples:
 Write your name on the space provided.
Afterwards, read the instructions
carefully.
 Then, answer the questions properly.
 Previously, the child was under the
protection of her mother.
 After this, they turn to other aspect.
Examples:
 After this failure, Boroevic abandoned
his attacks.
 They were so loud earlier. Eventually,
they stopped their chatter and fell silent.
 Subsequently, the industry languished.
 His health subsequently failed.
 Before this was drought in the economy
caused by the pandemic.
 Next, draw a big circle and two dots next
to it.
Say: Who can give another sentence/s using They denied him a hearing beforehand.
connectors used for continuation? Subsequently, a jury ruled and the prison
officials was judged violating his right to
due process.
Say: Very good! I’m glad that you already
know how to use various connectors in
sentences. Let’s keep learning! Next, we also
have connectors that we can use when we are
(The students will read the logical
already going to conclude our paragraph. These
connectors used in concluding topics)
are...Please read.
Conclusion Conclusion
 finally  at last  finally  at last
 eventually  last but not the  eventually  last but not the
 at last least  at last least
 in the end  as a final point  in the end  as a final point
 lastly  lastly
 to conclude  to conclude
(with) (with)
Say: The examples of sentences using logical (The students will read the sentences that
connectors used in concluding topics are... uses the logical connectors used in
Please read. concluding topics)
Examples: Examples:
 It was such a long travel. Finally, we  It was such a long travel. Finally, we
got the chance to have a glance on the got the chance to have a glance on the
beautiful rice terraces. beautiful rice terraces.
 After eight months passed and his  After eight months passed and his
broken heart healed, George broken heart healed, George
eventually, started dating girls again. eventually, started dating girls again.
 After all their troubles, at last, they  After all their troubles, at last, they
lived happily ever after. lived happily ever after.
 After exhausting all possibilities,  After exhausting all possibilities,
Holmes was at last satisfied the Holmes was at last satisfied the
problem was unsolvable. problem was unsolvable.
 We worked hard, and in the end, we  We worked hard, and in the end, we
achieved our goal. achieved our goal.
 Last but not the least, put the sauce on  Last but not the least, put the sauce
the pasta and mix. on the pasta and mix.
 And, last but not the least, its growth  And, last but not the least, its growth
and production has huge impact on the and production has huge impact on the
environment we live in. environment we live in.
 As a final point, parents must be  As a final point, parents must be
coaxed slowly into the network of those coaxed slowly into the network of
working diligently to help their those working diligently to help their
children. children.
 The ground has to be dug over, dressed  The ground has to be dug over,
with some compost and, lastly, covered dressed with some compost and,
with topsoil. lastly, covered with topsoil.
 To conclude with, please all rise for  To conclude with, please all rise for
the closing prayer. the closing prayer.
Say: Thank you for reading, is there someone

And, last but not the least, we have tackled
who would like to give another sentence using
the connectors that are used in concluding
the connectors given recently?
paragraphs.
Say: Very good! That was the last set of

sequence. Have you learned a lot of logical Yes, Teacher!
connectors in our discussion?
(Drill 1)
Say: All right, are you ready to test your

learnings? Are you ready to connect some Yes, Teacher!
ideas?
Say: Great! Now, let’s use some of the

connectors that we have recently learned—
connectors from numerical to conclusion—with
this quick activity. I will begin first the process
on how to plant seedlings then you continue it. Yes, Teacher!
Is it clear?
Say: For a start, let’s prepare the paraphernalia

in planting.
Student 1: Second, get the trays or pots.
Student 2: Initially, fill the seed tray with
seed compost.
Student 3: Then, moisten the surface of the
compost.
Student 4: Afterwards, sprinkle the seeds
evenly.
Student 5: Cover the seed tray eventually.
Student 6: After this, place the seed tray in
a warm place.
Student 7: Subsequently, uncover the
seedlings once they germinate.
Student 8: Next, transplant the seedlings
and keep transplanted seedlings in the
shade.
Student 9: Last but not the least, plant out
into the flowering position.
Say: Very good, Class! In the activity, I saw

that some of you are good in connecting ideas
using logical connectors that signal
chronological and logical sequence already.
Say: What then is the importance of putting Student 1: Logical connectors help us relay
these words in the sentence or paragraph? Why to the readers or listeners the sequence of
do we need to use these logical connectors? ideas.
Student 2: We need to use logical

connectors because it will help readers
understand our composition.
Say: Very good. Do you have any questions None, Teacher.

about the topic?
(Drill 2)
Say: Okay, if there are no questions, let us now

have an individual activity. Please prepare ½ (The students follow the instructions)
sheet of pad paper (crosswise).
Say: On your paper, put your name and the date

Yes, Teacher.
today. Are you ready?
Say: All right, listen to my instructions

carefully.
Directions:
Among the Logical Connectors that we have
discussed, pick 5 and use each in a sentence. Put
the sentences on your paper.
Say: Are you ready? Yes, Teacher!
Say: All right, I will give you 5 minutes to do

the activity. Your timer starts now.
(After 5 minutes)
Say: Time’s up! Finish or not finish, please pass (The students pass their papers in
your papers forward. forward)
Say: Who wants to share his/her work in front? I, Teacher.
Say: All right, please read it in front. (The student reads his paper in front)
Sample work:
1. At first, I just felt sleepy.
2. Then, I went to the bench and sat
there for a couple of minutes.
3. After that, I went to the library.
4. Next, I found a large book to read.
5. After watching the book for minutes,
eventually, I fell asleep.
Say: Very good, thank you! Now, we’re done

discussing the logical connectors that signal
chronological and logical sequence and
summation. Do you have any questions or None, Teacher.
clarifications about our topic?
Say: Did you understand the lesson? Yes, Teacher!
Closure:
Summary
Say: All right! Using logical connectors, can At first, our teacher showed us the process
someone summarize the lesson that we tackled? on how to bake cookies then she introduced
us the new lesson “Logical Connectors”.
Initially, this is divided into two which are
the Connectors that signal chronological
and logical sequence and connectors that
signal summation. Afterwards, we came to
learn the various connectors and their
functions. We gave various examples of
sentences using different connectors. As a
result, we were more enlightened about the
topic. To put it briefly, we had fun and we
learned a lot about logical connectors,
especially, in their importance in writing
and speaking.
Say: Very good! Now, let’s see if you have
achieve our objectives for the day. Have you
identified logical connectors that signal
chronological and logical sequence? Yes, Teacher!
Say: Can you enumerate those? Yes, Teacher.

The logical connectors that signal
chronological and logical sequence are:
 logical connectors that are used in
arranging the sequence of events or steps
like first, second, and in the first place;
 logical connectors that are used in the
beginning of the sequence like to begin
with, and to start with;

continuing, like afterwards, then, and
previously; and
concluding like as a final point, finally, at
last, and eventually.
Say: Very good! Have you been able to practice
chronological and logical sequence and Yes, Teacher!
summation in sentences?
Say: Have you participated actively in class

discussion? Yes, Teacher!
Say: Very good! Class, I want you to clap for

yourselves for achieving our objectives today. (Students will clap)
Say: All right! Class, this will be the end of our

discussion today. I hope that you have learned a
lot about logical connectors. Tomorrow, we are
going to have various activities for this topic.
Study about this topic, so, in no time, you’ll
master using these logical connectors in your
writing and speaking. Is that clear? Yes, Teacher!
Say: All right! Have good day, Class! Good day, Teacher Kate! Thank you!
(Day 4)
Preliminary
Prayer
Say: May I request someone to lead the I will lead the prayer Ma’am. Classmates
Greetings
Say: Good morning Class! Good morning, Teacher Kate!
Say: I’m glad to know that you are all

well. Are you excited on what we are Yes, we are!
going to do today?
Say: Please make sure that you are seating

on your proper seat or else, you will be
marked absent.
Attendance
(Use Seat plan in checking the
attendance.)
Review
Say: All right! Can someone give a review Last meeting, we discussed the logical
on what we did last meeting? connectors that signal chronological and
logical sequence and summation.
III. DEEPEN
Say: Class, last meeting you have been able

to identify logical connectors that signal
chronological and logical sequence, practice
chronological and logical sequence in
sentences, and participate actively in class
discussion.

Objectives)
Say: Now, at the end of one-hour class

session, you are expected to... Please read (The students will read the Learning
our Objectives. Objectives)
At the end of one-hour class session, I At the end of one-hour class session, I
can: can:
 link sentences using logical  link sentences using logical
connectors that signal connectors that signal
chronological and logical chronological and logical
sequence; sequence;
 write a process using the logical  write a process using the
connectors; and logical connectors; and
 appreciate the importance of  appreciate the importance of
logical connectors in writing and logical connectors in writing
speaking. and speaking.
Say: Thank you for reading. Now, I want you

to group yourselves into five by counting off
one to five. After counting off, go to your
respective groups. The group 1 will stay here,
2, here, 3, in the center, 4, there, and 5, on the
Yes, Teacher.
other side. Is it clear?
Say: All right. You can start counting off

now. (The students will count off. After, they
will go to their respective groups)
Say: Each group, please get ¼ sheet of paper

and write the date today, your group number,
and the names of the group members.
Say: The activity that we are going to do now

is called “Connect It”. Please listen
carefully as I state the directions for you to
accomplish the task.
Directions:
You will watch a process on how to make a

slime. Each group should note the step by
step process of making a slime. Afterwards,
on a ½ sheet of manila paper, each group
should write a paragraph about making a
slime by inserting appropriate logical
connectors on steps you have listed from the
video. After 5 minutes, the reporter of the
group should present the group’s output. Is it Yes, Teacher.
clear?
Say: Do you have any questions about the None, Teacher.

activity?
Say: All right. Let’s watch the video. Please

work as a group, pay attention on the steps of
making a slime. List the step by step process
of making a slime. We are just going to watch Yes, Teacher.
the video twice. Is it clear?
Say: Let’s start watching.
(After 5 minutes)
Say: All right! Have you listed all the steps

in making the slime? Yes, Teacher.
Say: Very good. Since you’re done watching

the video and listing all the steps in making
the slime, work with your group in inserting
appropriate logical connectors on the steps
you have listed so you can make a paragraph. Yes, Teacher.

Is it clear?
Say: Good. I’ll give you 5 minutes to do that.

Your timer starts now.
(After 5 minutes)
Say: Okay, please stop writing and arrange

your chairs. We will start now the
presentation of your work. The Group 1 will
present first, second, Group 2, third, Group 3,
fourth, Group 4, and lastly, Group 5. Is it Yes, Teacher.
clear?
Say: Let’s start the presentation. (Expected students’ output)
To begin with, prepare the things you

need to use in making a slime. Next, put all
the glue in the bowl. Afterwards, fill glue
bottle with water and shake well. Then, add
the water so you can have one is to one
ratio and mix. Next, fill up the glue bottle
with warm water and pour it in a separate
bowl. After this, add 1 teaspoon of borax.
Then, slowly add 4 teaspoons of borax
solution into the glue mixture. Keep
mixing until it starts to stick altogether.
Afterwards, knead the slime. Finally, we
now have a stretchy slime.
(After the presentation)
Say: Very good class. I’m happy that you

know now how to use logical connectors.
Since you have done the activity correctly, I
believe you are now ready for our transfer
tasks. Now, kindly to go back to your seats
because we are going to have a quiz. (The students will go back to their seats)
IV. TRANSFER
A. (Quiz)
Say: Please bring out your ½, crosswise,
sheet of paper for our quiz. Please listen to
the directions carefully so you can answer the
quiz correctly. Do you understand? Yes, Teacher.
Complete the recipe below by

supplying the appropriate logical
connector.
A PIECE OF CAKE
(1) _________, gather your
ingredients. Pound cake is one of the
simplest cake to bake. You will need 1
cup unsalted butter, 1 cup sugar, pinch
of salt, 2 teaspoons vanilla extract, 5
eggs, and 2 cups cakes flour.
After gathering the ingredients, the
next step is to preheat the oven to
250°F. (2)______, grease a cake pan.
Pound cakes are best baked in deep
pans. (3)_________, cream the butter
and sugar. Place the butter and the
sugar in a mixing bowl and beat them
together until the mixture is light,
fluffy, and creamy. (4)______, add the
eggs and vanilla. Keep beating the
mixture until the eggs are completely
incorporated. (5)_______, stir in the
cake - flour. Be careful not to over mix
it. (6)________, pour the batter into
the pan. (7)_________________, bake
the cake for an hour and 15 minutes.
The cake is finished when a toothpick
inserted at the center comes out clean.
Say: I have here the process of making a

pound cake. There are several blanks in it that
you need to fill in. Supply in the blanks the
appropriate logical connector. Just write the
number 1-7 in your paper, then write the
logical connector that corresponds to the
number. I’ll give you 5 minutes to do this. Is
it clear? Yes, Teacher.
Say: You can start now.

(Expected students’ output)
Complete the recipe below by
supplying the appropriate logical
connector.
A PIECE OF CAKE
(1) To begin with, gather your
ingredients. Pound cake is one of the
simplest cake to bake. You will need 1
cup unsalted butter, 1 cup sugar, pinch
of salt, 2 teaspoons vanilla extract, 5
eggs, and 2 cups cakes flour.
After gathering the ingredients, the
next step is to preheat the oven to
250°F. (2) Then, grease a cake pan.
Pound cakes are best baked in deep
pans. (3) Next, cream the butter and
sugar. Place the butter and the sugar in
a mixing bowl and beat them together
until the mixture is light, fluffy, and
creamy. (4) After this, add the eggs
and vanilla. Keep beating the mixture
until the eggs are completely
incorporated. (5) Afterwards, stir in
the cake - flour. Be careful not to over
mix it. (6) Then, pour the batter into
the pan. (7) Finally, bake the cake for
an hour and 15 minutes. The cake is
finished when a toothpick inserted at
(After 5 minutes) the center comes out clean.
Say: Time’s up. Please stop writing. Let’s

check your work. Exchange your papers with (The students exchange their papers
your seatmates. with their seatmates)
(After checking the students paper)
Say: Please return the papers to their owner.
Say: Who got the perfect score? (The students raise their hands)
Say: Wow, very good. I am happy that you

got all perfect. Let’s clap to yourselves for
doing a job well done. Now, for your last
task, you are going to think yourself a process
of doing something, it may be the process of
making a paper boat or of making a banana
cue. It could be any process that you know.
The procedure that you should present is with
at least 6 steps. Make sure that, in stating the
steps, you use the appropriate logical
connectors. You will be graded based on the
Use of logical connectors, Grammar, and
Neatness of your work. Write the procedure
in the back of the paper you used earlier. I’ll
give you 10 minutes to do that. After passing
your paper to me, I’ll choose 2 papers
randomly. The owners of the papers chosen
will be in front to present their output. Is it
clear? Yes, Teacher.
Say: Do you have any questions about your

next task? None, Teacher.
Say: All right! I’ll give you 10 minutes to do

that. Your timer starts now.
(After 10 minutes)
Say: Class, your time’s up. Finish or not
finish, please pass your paper in front. (The students will pass their paper)
Say: As I have said earlier, I will randomly

choose two works. Consequently, the owners
of the chosen works will read their works in
Yes, Teacher.
front. Are you ready?
Say: Now, let me choose two papers.
(The teacher will choose two papers and (The owners of the chosen paper will
will call out the owners of the chosen
read their work in front)
papers)
Say: Class, please clap your hands for them (The students will clap their hands)
and for yourselves for doing a job well done Yes, Teacher. Logical connectors help us a
today. So, is using logical connectors lot in expressing our various ideas. With
logical? the use of these in our speaking and
writing, we can be understandable and
coherent.
Closure:
(Summary)
Say: I am happy that you have that

realization. Now, let’s summarize what
we’ve done today. Today we have done
various activities to check and apply your
understanding of Logical connectors that
signal chronological and logical sequence.
Now, let’s check if you have achieved our
objectives for today.
Say: Have you been able to link sentences

chronological and logical sequence and Yes, Teacher!
summation?
Say: Have you been able to write a process Yes, Teacher!

using logical connectors?
Say: Have you been able to appreciate the

importance of logical connectors in writing Yes, Teacher!
and speaking?
Say: Very good! Class, I want you to clap for

yourselves for achieving our objectives
(The students clap)
today.
Say: All right! Class, this will be the end of

our class today. I believe that you have
already learned a lot about logical
connectors. However, you are always
encouraged to learn and discover more about
our topics. You can do that with the use of
different sources of information. Don’t forget
your learnings about this topic and don’t
forget to apply these in your speaking and
writing as we discover more about the
English language. Is that clear? Yes, Teacher!
Say: Very good! That’s all for today. Thank

Good day, Teacher Kate! Thank you!
you class, have a good day!
Literature Lesson
Materials: Laptop, Monitor, PowerPoint Presentation, Video about the American and
Japanese Occupation, strips of papers
Reference:
 Gonzales, C. and Fransisco, N. (2015). Essential English Grade 7: Worktext in Literature

and Language. Rex Book Store, Inc. 856 Nicanor Reyes Sr. St., Sampaloc, Manila.
Grammar Lesson
Materials: Laptop, Monitor, PowerPoint Presentation, Pictures, Video on How to Make

a Slime, strips of paper
References:
 Gonzales, C. and Fransisco, N. (2015). Essential English Grade 7: Worktext in Literature
and Language. Rex Book Store, Inc. 856 Nicanor Reyes Sr. St., Sampaloc, Manila.
 Sultan, S. (2020). English Grammar: Logical Connectors. Retrieved in
https://www.researchgate.net
 Apolinar, J. (2019). A Detailed Lesson Plan in English 7. Retrieved in
https://pdfcoffee.com/download/logical-pdf-free.html

Zabate UbD Lesson Plan (BASIS)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Zabate UbD Lesson Plan (BASIS)

Uploaded by

Copyright:

Available Formats

KING’S COLLEGE OF MARBEL, INC.

Brgy. Morales, City of Koronadal

KING’S COLLEGE OF MARBEL, INC.

Lesson Plan in English

Subject: English 7 Time Frame: 2 Days

Stage 1 – Desired Results

Essential Understanding Essential Question

Stage 2 — Assessment Evidence

Audience—The target Interpret

the understanding of it in Philippine Literature in

Content – The brochure: The brochure: The brochure: The brochure:

Emergence in asserting one’s Emergence in

Stage 3 – The Learning Plan

Say: Kindly take your seat. Thank you, Teacher!

Say: How are you today? We’re good, Teacher.

Say: I’m glad to know that you are all well.

Say: That’s great!

Say: Please make sure that you are seating on

Say: Good, thank you!

A. Presentation of the Lesson Topic

Emergence. Today, we are going to read and

B. Presentation of the EU and EQ

Say: For our Essential Understanding, I am

Say: According to the Essential Understanding,

Say: So, is your understanding of the Philippine

Say: All right, please read the question that is

How will the understanding of How will the understanding of

Say: In what way do you think can your

Say: Thank you for your ideas. At the end of

C. Presentation of the Performance Task

Say: Before we proceed to our discussion, I will

(The teacher will present the performance

You are a teacher of literature and you

Your output will be evaluated using the

 Attractiveness and Organization

(You can do your brochure using a

(The teacher will distribute the rubrics)

Say: Class, every Wednesday I will check the

Say: Do you have questions or clarifications

Say: Now, let’s move on to the objectives for

(The teacher will post the Learning

Say: Class, please read our objectives for this

Say: Thank you for reading.

(Watching of a 3- minute video about the

Say: Now, as I have said earlier, today we are

 What is the video about?

Say: Is that clear? Yes, Teacher.

Say: Okay, let’s start watching the video.

(The teacher will play a 3-minute-video

The video is about the life of Filipinos

Say: Thank you. What else? Is there still

A. Discussion of the video watched and of

(The teacher will post describing details

Say: The video is about the American and

Say: Very good. The American occupation

(The teacher will post strips on the board)

Emerged during the American and

Started in the year 1935 and lasted in the

Say: Now, I want you to understand that during

(The teacher will post the strips of papers

Writers who were concerned with social

Writers who were more concerned with