LEARNING PLAN IN ENGLISH 7

Topic: Searching for Our Beginnings (Lesson 2)

Content Standard: The learner demonstrates understanding of: Pre-colonial Philippine

literature as a means connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and 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 context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject-verb agreement.

Learning Competencies:

 Use the appropriate reading style (scanning, skimming, speed reading, intensive
reading, etc.)
 Scan for specific information.
 Skim for major ideas using headings as guide.
 Read intensively to find answer to specific questions.
 Use non-linear visuals as comprehensive aids in content texts.

I. LEARNING OBJECTIVES:

Day 1: Through an introductory PowerPoint presentation about Reading Styles, students are
able to;

a. Define what reading is;

b. Identify the different reading styles; and

c. Know the importance of these reading styles.

Day 2: Through a Canva presentation about Scanning and Skimming, students were able to;

a. Define what is skimming and scanning;

b. Differentiate scanning from skimming; and

c. Read using scanning and skimming.

Day 3: Through a Canva presentation about Intensive Reading and Speed Reading; the
students will be able to;

a. Define Intensive Reading and Speed Reading;

b. Differentiate the 4 reading styles discussed; and

c. Use these reading styles in gathering informations’ from a text

Through a video clip on how to properly use these reading styles, students will be able to;

a. Determine when to use these reading styles;

b. Find specific informations using these reading styles; and

c. Execute skills in reading texts using different reading styles.

Day 5: Through a reading of different literary pieces, students were able to; Day 4:

a. Identify what reading style to use;

b. Appreciate the reading styles discussed, and;

c. Realize the essence of reading styles.

II. PROCEDURES

Day 1: Introductory Canva presentation about literal and figurative language.

1. Greetings

2. Short prayer

3. Checking of attendance

4. Implementation of class rules

5. Establishing a purpose of the lesson. Let the students participate in an activity using

differentation teaching stratedy. The students will identify whether the following sentence is

literal or figurative

6. Presentation of the topic. Introduce the concept of literal language and figurative language

through a Canva presentation.

7. Developing mastery of the lesson through discussion activity about literal and figurative

language in literature.The students will analyze how authors use literal and figurative language

in literature.

Day 2: Teaching on how to classify sample text into literal or figurative language.

1. Greetings

2. Short prayer

3. Checking of attendance

4. Implementation of class rules

5. Review of the previous lesson

6. Establishing a purpose of new lesson. Let the students participate in an interactive quizgame
to

engage them in a quiz about literal and figurative language.

7. Presentation of the topic. Let the students watch a video clip on how to classify sample text
into

literal or figurative language.

8. Developing mastery of the lesson by a cooperative learning showing the students a literal vs.

figurative language chart. This activity will help students distinguish between literal and

figurative language by analyzing examples and categorizing them in the chart.

Day 3: Identify figures of speech that shows comparison (simile metaphor, personification).

1. Greetings

2. Short prayer

3. Checking of attendance

4. Implementation of class rules

5. Review of the previous lesson

6. Establishing a purpose of the new lesson. Engage students in a quick interactive quiz where
they

have to identify figures of speech in sentences.

7. Presentation of the lesson through a Canva presentation about figures of speech that shows

comparison.

8. Developing mastery of the students about the concept presented through discussion activity.

The students will identify the figure of speech used in the sentences given.

Day 4: Teaching figures of speech that show contrast (irony, oxymoron, paradox)

1. Greetings

2. Short prayer

3. Checking of attendance

4. Implementation of class rules

5. Review of the previous lesson

6. Establishing a purpose of the new lesson. Use visual aids to showcase humorous examples of

paradox, irony, and oxymoron in everyday life, such as funny signs or advertisements.
7. Presentation of the lesson proper through a Canva presentation.

8. Developing mastery of the lesson through flipped classroom. The students will watch a video

about famous examples of paradox, irony, and oxymoron in literature and discuss their

significance.

Day 5: Presentation of different literary pieces and examining close reading passages.

1. Greetings

2. Short prayer

3. Checking of attendance

4. Implementation of class rules

5. Review of the previous lesson

6. Establishing a purpose of the lesson.et the students participate in a Figurative Language

Scavenger Hunt. Students will search for examples of different figures of speech in various
texts.

7. Presentation of the different literary pieces and examining close reading passages. The
teacher

will use visual aids, such as posters or, to visually represent the different figures of speech.
Each

figure of speech will be explained and illustrated with examples. Students will be encouraged to

take notes and actively engage in the visual presentation.

8. Developing mastery of the lesson by composing a figurative language poem. Students will
apply

their understanding of figures of speech by composing their own poem.

III. ASSESSMENT

Day 1: Project-Based Learning

- the students are tasked to write a short story or poem that incorporates both literal and
figurative

language. They will then share their piece with a partner and discuss how the use of literal and
figurative

language enhances the overall meaning and impact of the writing.

Day 2: Inquiry-Based Learning

- the students are tasked to read short stories and identify the instances of literal and figurative
language. They are ask to write a short analysis explaining the impact of the literal and
figurative

language on the overall meaning of the story.

Day 3: Role-Playing

- students will create a dialogue using similes, metaphors, and personification to act out a scene
from a

book or movie. They will present their dialogue to the class.

Day 4: Project-Based Learning

- students will create a short story that incorporates paradox, irony, and oxymoron. They will
present

their stories to the class, explaining the instances of these figures of speech they used and their

intended effects.

Day 5: Project-based learning

- students will create a comic strip or storyboard that incorporates figures of speech. They will
choose a

theme or topic and use speech bubbles and captions to include different figures of speech.
Students will

present their comic strips to the class and explain the figures of speech used