DIVINE WORD HIGH SCHOOL OF DANA-ILI

Tuguegarao Archdiocesan School System

Dana-Ili, Abulug, Cagayan

SEMI-DETAILED LESSON PLAN

SY 2023-2024

Department: Junior High School Teacher: Zenas P. Marcos

Subject Title: English Grade Level: 7
Quarter: 1 Date of August 22-26, 2023
Execution:

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 sounds correctly and using
the prosodic features of speech effectively in various situations;
observing correct subject-verb agreement.
Key Concepts/
Understandings to be
developed
Learning Describe the different literary genres during the pre-colonial period.
Competencies: EN7LT-I-a-2
Codes:
Identify the distinguishing features of proverbs, myths, and legends
EN7LT-I-a-2.1

Retell a chosen myth or legend in a series of simple paragraphs

EN7WC-I-h-2.2

I. Objectives: At the end of the lesson, the learners should be able to:
 Describe literary genres during the pre-colonial period;
 Identify distinguishing features of literary genres during
the pre-colonial period; and
 Discover literature as means of connecting to a significant
past.
II.Subject Matter
Topic: Pre-colonial period
References: 1. Brave New World of Learning English 7 (pg.2, pg. 5, pg.
7, pg. 8)
- Mark Glen O. Cidro
- Coordinator: Alce M. Sentones
2. https://aloveofteaching.com/2023/01/close-reading-
strategies.html
3. https://pin.it/3tY0EOQ

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 Materials: 1. PowerPoint Presentation
2. Printed handouts
3. Laptop and Tv
Values Integration: Love, Excellence and Collaboration
III. Procedure
Introductory: Prayer
Checking of attendance
Setting of classroom standards
Warm-up

Review:
Motivation: Think – Pair – Share
With your seatmate, study the precolonial picture flashed on the
television and discuss what thoughts come into your mind
whenever you see a picture or the word “precolonial.” Then,
share your thoughts with the class.

Activities: Activity 1: READ AND SHARE.

DIRECTIONS: Read the famous myth “The Legend of Bananas.”
Then, accomplish the graphic organizer below.
TITLE OF TEXT:
CHARACTERS: SETTING: EVENTS

MORAL:

Activity 2: INTERPRETATION
DIRECTIONS: Write your own proverbs in the table provided.
Be Creative! Then, ask someone to write his/her interpretations
below each proverb.
PROVERB POSSIBLE INTERPRETATION

Analysis 1. What are the features and characteristics of precolonial

literature?
2. What are the types of literature during the pre-colonial

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Divine Word High School of Dana-Ili, Inc
 period?
3. Give examples of works of literature during the pre-
colonial period.
4. Why is it important to learn these pieces of literature?
Abstraction:  Proverbs, legends, and myths are some types of literature
during the precolonial period.
 The common features of these types of literature are they
are passed down from generation to generation. Thus, its
form sometimes changes a little, but the thought
remains.
 The famous story of “Si Malakas at Maganda” is one of
the examples of a myth that depicts life during the pre-
colonial period.
Application: LET’S STEP UP!
DIRECTIONS: Select a short myth or legend from any of the
available sources in the library. Make sure you choose a
different story from your classmates. Then, discuss the story in
your group. Afterward, select a representative/s that will retell
the story of your choice. Your output will be graded according
to this rubric.

IV. Assessment Choose a myth or legend from any book in the library or
research one online. Then, retell it in two to three paragraphs.
Write your output on a clean sheet of bond paper. Your output
will be graded according to this rubric.
CRITERIA Excellent Good Satisfactory Needs
(9-10) (7-8) (5-6) Improvement
(0-4)
Organizatio Ideas are well Ideas Ideas are Little or no
n organized. explained. somewhat organization of
organized. ideas.
Coherency Extremely Coherent Somewhat Lacks
coherent writing. coherent. coherency.
writing.
Grammar Few errors. Some Many errors. Many errors
errors. hurt
understanding.

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 Monitoring and Reflection
Remarks
Reflection
No. of learners who
earned 80% in the
evaluation.
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work?
No. of learners who
have caught up with the
lesson.
No. of learners who
continue to require
remediation.
Which of my learning
strategies worked well?
Why did this work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers

Prepared by: Checked by: Approved by:

ZENAS P. MARCOS MARY JANE D. CATENZA JAY-AR V. ANDRES

Subject Teacher Assistant Principal Principal

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