Republic of the Philippines

Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

Grade 7-English

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

Performance Standard:
Quarter: FIRST (September 20, 2022)
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.

Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by: showing

understanding of: pre-colonial Philippine
literature as a means of connecting to the
past; various reading styles; ways of determining
word meaning; the sounds of English and the
prosodic features of speech; and correct subject-
verb agreement.
appreciation for the literature of the past;
comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context dependent expressions;
producing English sounds correctly and using the
prosodic features of speech effectively in various
situations; and observing correct subject-verb
agreement.
I. LEARNING COMPETENCY
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
2. Discuss the features of proverbs, their intended purpose, and the setting during
which they were produced
3. Express appreciation of different proverbs as source of wisdom and values during
certain situations
II. LEARNING CONTENT Lesson: Proverbs Materials:
1. Proverbs on strips of paper
2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible) References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Teaching Guide (First Quarter), pp. 5-6
3. Learning Package (First Quarter), pp. 3-4
4. Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
Navotas: Navotas Press.
5. Proverbs Project Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=SB4253&sp=yes&
III. LEARNING TASKS
Introduction: We are not aware that the statements that our grandparents use while
conversing with their peers are nuggets of wisdom during their times. Wisdom in the pre-
colonial period was not just theoretical knowledge but practical expertise. It was passed on
from generations to generations, with versions and translations varying from one region to
another, Filipino proverbs or salawikain, reflect traditional Filipino beliefs, and customs.
The wisdom it gives is encapsulated in short rhyming two-liners easy to remember.

Preliminary Activity:

 Task 1: Form It!

Directions: Each group will be given a jumbled proverb in cut-out strips of paper and
form it for 1 minute.

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

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

 Task 2. True or False?

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

_____ 1. Philippine literature existed even before the Spaniards came.

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

Assignment: Read and study the 6 categories of Proverbs according to Damiana L. Eugenio

Continuation for September 21, 2022:

Analysis
Activity Classify the following proverbs according to Damiana Eugenio’s category.

1. A broom is sturdy because its strands are tightly bound.

2. To a fearless person, no fence is high enough.
3. Whatever the tree, so is the fruit.
4. What good is the grass if the horse is already dead?
5. If you save, you have something to withdraw.
6. One who is choosy ends up with the least attractive choice.
Abstraction

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

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

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

LOUSYL JOY C. TIMO MARTIN R. ROSETE JR.

English Teacher 1 Secondary School Principal 1
 Republic of the Philippines
Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

Grade 7-English

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

Performance Standard:
Quarter: FIRST (September 13, 2022)
Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
The learner transfers learning by: showing appreciation for the literature of the past; comprehending
texts using appropriate reading styles; participating in conversations using appropriate context-
dependent expressions; producing English.

Content Standard: Performance Standard:

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

I. LEARNING COMPETENCY
EN7LT-Ia-1: Discover literature as a means of connecting to a significant past
EN7LT-Ia-2: Describe the different literary genres during the pre-colonial period

Objectives:
 1. Appreciate the connection with Philippine‘s rich past through the different
literary forms
II. LEARNING CONTENT
1. Ramallosa, G. (2000). The Literatures of the Philippines. Lucena City:
Enverga University Press, Inc.
III. LEARNING TASKS
Preliminary Activity:
1. Checking of attendance
2. Checking of assignments
Motivation:
Show learners pictures and let them identify its literary form.
Activity:
By pair, Let the students read the excerpt attached below.

Application

 Task 4: Add Some More!

Directions: With the description given on different literary forms, share other examples
you know.

 Proverbs: ______________________________
 Riddles: ______________________________
 Myths: ______________________________
 Legends: ______________________________

 Folktales: ______________________________
 Working Songs: ______________________________
 Lullabies: ______________________________

 Exit Slip:
Directions: In a ½ crosswise, answer the previous question posted by your teacher:

Why do we need to study the literature of the Philippines?

Prepared by: Noted by:

LOUSYL JOY C. TIMO MARTIN R. ROSETE JR.

English Teacher 1 Secondary School Principal 1

Notes on Philippine Literature during Pre-colonial Period:

 The diversity and richness of Philippine literature evolved side by side with the country's history.
This can best be appreciated in the context of the country's pre-colonial cultural traditions and the
socio-political histories of its colonial and contemporary traditions.

The average Filipino's unfamiliarity with his indigenous literature was largely due to what has been
impressed upon him:
that his country was "discovered" and, hence, Philippine "history" started only in 1521.

Pre-Colonial Times

Owing to the works of our own archaeologists, ethnologists and anthropologists, we are able to
know more and better judge information about our pre-colonial times set against a bulk of material
about early Filipinos as recorded by Spanish, Chinese, Arabic and other chroniclers of the past.

Pre-colonial inhabitants of our islands showcase a rich past through their folk speeches, folk songs,
folk narratives and indigenous rituals and mimetic dances that affirm our ties with our Southeast Asian
neighbors.

The most seminal of these folk speeches is the riddle which is tigmo in Cebuano, bugtong in
Tagalog, paktakon in Ilongo and patototdon in Bicol. Central to the riddle is the talinghaga or metaphor
because it "reveals subtle resemblances between two unlike objects" and one's power of observation
and wit are put to the test. While some riddles are ingenious, others verge on the obscene or are sex-
related.

The proverbs or aphorisms express norms or codes of behavior, community beliefs or they instill
values by offering nuggets of wisdom in short, rhyming verse.

The extended form, tanaga, a mono-riming heptasyllabic quatrain expressing insights and lessons
on life is "more emotionally charged than the terse proverb and thus has affinities with the folk lyric."
Some examples are the basahanon or extended didactic sayings from Bukidnon and the daraida and
daragilon from Panay.

The folk song, a form of folk lyric which expresses the hopes and aspirations, the people's
lifestyles as well as their loves. These are often repetitive and sonorous, didactic and naive as in the
children's songs or Idaida (Maguindanao), tulang pambata (Tagalog) or cansiones para abbing
(Ibanag).

A few examples are the lullabyes or Ili-ili (Ilongo); love songs like the panawagon and balitao
(Ilongo); harana or serenade (Cebuano); the bayok (Maranao); the seven-syllable per line poem,
ambahan of the Mangyans that are about human relationships, social entertainment and also serve as
a tool for teaching the young; work songs that depict the livelihood of the people often sung to go with
the movement of workers such as the kalusan (Ivatan), soliranin (Tagalog rowing song) or the
mambayu, a Kalinga rice-pounding song; the verbal jousts/games like the duplo popular during wakes.

Other folk songs are the drinking songs sung during carousals like the tagay (Cebuano and
Waray); dirges and lamentations extolling the deeds of the dead like the kanogon (Cebuano) or the
Annako (Bontoc).

A type of narrative song or kissa among the Tausug of Mindanao, the parang sabil, uses for its
subject matter the exploits of historical and legendary heroes. It tells of a Muslim hero who seeks death
at the hands of non-Muslims.

The folk narratives, i.e. epics and folk tales are varied, exotic and magical. They explain how the
world was created, how certain animals possess certain characteristics, why some places have
waterfalls, volcanoes, mountains, flora or fauna and, in the case of legends, an explanation of the
origins of things. Fables are about animals and these teach moral lessons.
 Our country's epics are considered ethno-epics because unlike, say, Germany's Niebelunginlied,
our epics are not national for they are "histories" of varied groups that consider themselves "nations."

The epics come in various names: Guman (Subanon); Darangen (Maranao); Hudhud (Ifugao);
and Ulahingan (Manobo). These epics revolve around supernatural events or heroic deeds and they
embody or validate the beliefs and customs and ideals of a community. These are sung or chanted to
the accompaniment of indigenous musical instruments and dancing performed during harvests,
weddings or funerals by chanters. The chanters who were taught by their ancestors are considered
"treasures" and/or repositories of wisdom in their communities.

Examples of these epics are the Lam-ang (Ilocano); Hinilawod (Sulod); Kudaman (Palawan);
Darangen (Maranao); Ulahingan (Livunganen-Arumanen Manobo); Mangovayt Buhong na Langit (The
Maiden of the Buhong Sky from Tuwaang-Manobo); Ag Tobig neg Keboklagan (Subanon); and
Tudbulol (T'boli).

Source: The Literary Forms in Philippine

Literature (Christine F. Godinez-
Ortega), Retrieved from
http://www.seasite.niu.edu/tagalog/literature/literary_forms_in_philippine_lit.htm

Republic of the Philippines

Department of Education
REGION X
DIVISION OF VALENCIA CITY
CATUMBALON NATIONAL HIGH SCHOOL

Grade 7-English

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

Performance Standard:
The learner transfers learning by: showing appreciation for the literature of the past; comprehending
texts using appropriate reading styles; participating in conversations using appropriate context-
dependent expressions; producing English.

Quarter: FIRST (September 14, 2022)

Theme: Appreciating Myself
Sub-Theme: Valuing Our Elders’ Wisdom
Content Standard: Performance Standard:

The learner demonstrates The learner transfers learning by: showing

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

I. LEARNING COMPETENCY
EN7LT-Ia-2.1: Identify the distinguishing features of proverbs, myths, and legends
Objectives:
1. Understand the unique features of proverbs, myths, and legends
II. LEARNING CONTENT Lesson: Proverbs Materials:
1. Proverbs on strips of paper
2. Handout of ―Classification of Proverbs‖
3. Wi-Fi Modem for Internet Connection (if possible) References:
1. K to 12 Curriculum Guide (May 2016), p. 148
2. Teaching Guide (First Quarter), pp. 5-6
3. Learning Package (First Quarter), pp. 3-4
4. Cariaga-Enriquez, D. B. (2003). Philippine Literature: A Regional Approach.
Navotas: Navotas Press.
5. Proverbs Project Rubric, Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=SB4253&sp=yes&
III. LEARNING TASKS
Introduction: We are not aware that the statements that our grandparents use while
conversing with their peers are nuggets of wisdom during their times. Wisdom in the pre-
colonial period was not just theoretical knowledge but practical expertise. It was passed on
from generations to generations, with versions and translations varying from one region to
another, Filipino proverbs or salawikain, reflect traditional Filipino beliefs, and customs.
The wisdom it gives is encapsulated in short rhyming two-liners easy to remember.

Preliminary Activity:

 Task 1: Form It!

 Directions: Each group will be given a jumbled proverb in cut-out strips of paper and
form it for 1 minute.

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

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

 Task 2. True or False?

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

_____ 1. Philippine literature existed even before the Spaniards came.

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

 Task 3: Visual Thesaurus

Directions: Explore your awareness of a thesaurus as a helpful tool in learning
synonyms and antonyms. Give the synonyms of the word ―proverb‖ by forming the
jumbled letters below.

Prepared by: Noted by:

LOUSYL JOY C. TIMO MARTIN R. ROSETE JR.
English Teacher 1 Secondary School Principal 1