I.

OBJECTIVES

A. Content Standard The learner demonstrates understanding of: contemporary Philippine literature
as a means of responding to the demands of the global village; various
extended text types; lexical and contextual cues; appropriate and polite oral
language, stance, and behavior; and use of imperatives, prepositions, verbs,
and wh-questions.

B. Performance The learner transfers learning by: explaining the need to be cooperative and
Standard responsible in today’s global village; using appropriate strategies to
comprehend extended text types; using lexical and contextual clues to
understand unfamiliar words and expressions; using imperatives, prepositions,
and appropriate and polite oral language, stance and behavior in various
information-sharing formats.

C. Learning Competency:
Competency/
Determine the worth of ideas in the text read to.
Objectives. Write
the LC code for 2. Express one’s beliefs based on a material read.
each.
3. Discover through Philippine Literature the need to work cooperatively and
responsibly in today’s global village.
4. Make generalization.

I. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the
teacher aims to teach in the CG, the content can be tackled in a week or two.

Topic: The Parable of Rainbow Colors

Skill: Reading Approach: Collaborative, Reflective

II. LEARNING Grade 7 English Learning Package

RESOURCES
Grade 7 Teacher’s Guide

A. References 328-330https://sydney.edu.au/stuserv/documents/learning_centre/Grammar3A
.pdf

1. Teacher’s Guide
pages

2. Learner’s Materials English 7 SLM Quarter 4

pages

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR)portal

B. Other Learning Laptop, instructional materials, speaker

Resource

III. PROCEDURES TEACHER’S ACTIVITY

A. Reviewing previous A. Daily Routine

lesson or presenting
A. Before the lesson
the new lesson
A.1. Priming Activities
A. prayer

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 B. greetings
C. checking of attendance
A.2. Reviewing of previous lesson
The teacher will ask the following questions to check
students’ understanding of the previous lesson.
1. What is imperative sentence?
2. What are the two types of imperatives?
3. What are the parts of imperative sentence

Task 1: “Watch to Reveal”

https://www.youtube.com/watch?v=vR2qjrgbP1w
The teacher will play the video clip “True Colors” from
the movie Trolls. The students will reveal the questions
on the clouds and share the things that come into their
minds.

Unlocking of Difficulties
Task 2. “Guess to Unlock”
Guess the word that is being defined in each item.
Match the Morse code with the letters to form the word.

1.
DENIGRATE [den-i-greyt]

2
 /ˈdɛnɪˌɡreɪt/
(v.) to say unfair comments

2.

HAUGHTY [haw-tee]
/ˈhɔtɪ/
(adj.) blatantly and disdainfully proud

3.

OUTLANDISH [out-lan-dish]
/ˌaʊtˈlændɪʃ/
(adj.) very strange or unusual

4.
PATRIOTISM [pey-tree-uh-tiz-uh]
/ˈpeɪtriːəˌtɪzəm/
(n.) love for one’s country

5.

CONTENTIOUS [kuhn-ten-shuhs]
/kənˈtɛnʃəs/
(adj.) likely to cause disagreement
Sentence Completion
Task 3. “Choose to Complete”
Complete the sentences from the words used in the
vocabulary development activity.
1. Theatre critics have been denigrating her acting
ability.
2. The haughty waiter smirked when I talked to him.
3. My friend plans to go to some outlandish place to
look for buried treasure.
4. Her patriotism was so heartfelt that she quit her job
to serve the community.
5. Gun controls is likely to be a contentious subject in
any group discussion.
Author’s Background.

Juan Martin Flavier

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 Juan Martin Flavier (June 23, 1935 – October 30, 2014) was a
politician from the Philippines, who served as Secretary of the
Department of Health and as senator.
Flavier wrote a regular newspaper column about his experiences as a
doctor in the countryside, even while he served at Health Secretary.
Many Filipino literary works are authored by Flavier, including Doctor to
the Barrios, wherein he narrates his experience working with and for
the Philippine Rural Reconstruction Movement.

B. Establishing a purpose Activity Proper

for the lesson Pre-assigned reading of the selection, The Parable of
Rainbow Colors by Juan Martin Flavier.
Analysis
Task 4: “Listen to Comprehend”
The teacher will facilitate the discussion through these
comprehension questions.
1. Who are the characters in the story?
2. What happened to the colors in the story?

3. What is the brightest and most striking color that

implies courage, bravery and love?
4. What is the color that signifies health and strength?
5. What is the color of gaiety and warmth that
exemplified by the sun?
6. What is the color that symbolizes life and provides
thrives in the fields and the forests?
7. What is the color that represents patriotism that
stands in the depths of feelings and extensive spaces?
8. What color has the largest area in the world and
embodies thoughtfulness?
9. What is the color that epitomizes royalty and power?
10. Why do you think rain emphasized the need of
cooperation?

Task 5: “Share to Care”

The students will pass the cloud box while the music
plays. As the music stops, the person who holds the
cloud box will pick a strip of paper and read the
instructions written on it.

The teacher will lead the class to concepts and

generalizations.

C. Presenting Task 6: “Reflect to Appreciate”

examples/Instances of The groups will choose their representatives to answer the following questions
the new lesson
related to the theme of the selection, The Parable of Rainbow Colors.

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D. Discussing new Task 7: SGDW (Small Group Differentiated Work)
concepts and Work with your group and complete the task
practicing new skills #
1 assigned.

Group 1: The Azures

Task: Sing a Song of Empowerment
Through a song, give an advice to those persons who have
doubts in their hearts. Raise their spirits to pursue their
dreams using your persuasive words/lyrics. Sing the song to
the class.

Group 2: The Chromatics

Task: Act Out a Scenario
Imagine you are a group of friends with different qualities (like
rainbow colors).
a. Express your qualities with pride and honor;
encourage others to believe that you share the
most important contribution in the group.
b. Assign someone as mediator, who will intercede
and help the group solve the arguments.
c. Through the mediator, explain how each of your
friends can work cooperatively and responsibly
in today’s global village.

Group 3: The Xanthous

Task: Illustrate a Poster
Using the theme, cooperation, as your guide, create a rainbow
poster that will show the significant qualities of your group
mates. On each part of the rainbow, write the characteristics of
your group that will help all of you to grow.

Group 4: The Rubicunds

Task: Create a Formula of Powerful Characteristics
Through a self-esteem meter, list down powerful
characteristics/attitudes to achieve self-development. Give its
corresponding percentage/formula in appreciating oneself.

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E. Discussing new Task 8: “Respond to Assess”
concepts and Modified true or false. Write ACHIEVE if the statement is true
practicing new skills #
2 and if the statement is false, write IMPROVE and change the
word that will make the statement correct.
_______1. Green symbolizes life, thrives in the fields of greenery.
ACHIEVE
_______2. Orange represents courage, bravery and love.
IMPROVE, Red
_______3. Blue epitomizes silence and thoughtfulness.
IMPROVE, Indigo
_______4. Yellow signifies gaiety and warmth.
ACHIEVE
_______5. Red is the most striking color.
ACHIEVE

1. Summation/Closure

F. Developing mastery Make a five sentence paragraph that answers these questions: If you were the
(leads to Formative author, would you change the ending? What changes would you do with the
Assessment 3) story?
Criteria Allotted Points Earned Points

Focus & Details 10

Organization 5

Sentence Structure, Grammar, 5

Mechanics, & Spelling

TOTAL 20

G. Finding practical
application of
concepts and skills in
daily living

H. Making generalizations
and abstractions about
the lesson

I. Evaluating learning

J. Additional activities
for application or
remediation

K. REMARKS

L. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.

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 A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked
well? Why did these
work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:

VIA E. URI