3rd ENGLISH 7 UNIT PLAN AND LP (AutoRecovered)

Dominican School of Pilar Inc.
Ludovice St., Brgy. Binanuahan

Pilar, Sorsogon
AY: 2023-2024
Passion for Truth and “A Woman of Great Faith, Resolute
Compassion for Humanity Hope and Steadfast Love”
Unit Title: Ideas and Ideals

Quarter, SY: 3RD Quarter, SY: 2023-2024 Unit Number: 3
Grade Level: 7 Number of Meetings: 11
Teacher: Loriely Joy B. Deuda Cluster Head: ELLA G. JUDIN

I. Learning Goals
Standards Transfer/ Action Goals
At the end of the unit, the students will be able to… At the end of the unit, the students will be able to…
Content Standards ELTG (GA)
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a
tool to assert one’s identity; strategies in listening to and viewing of informative and short TRUTH SEEKER
narrative texts; word relationships and associations; informative speech forms; and use of COMMUNITY BUILDER
direct/reported speech, passive/ active voice, simple past and past perfect tenses, and sentence
connectors. Unit Action Goal
The learners will be able to independently use their learning to:
 Showing ways of asserting one’s identity; comprehending informative and short narrative
Performance Standards texts using schema and appropriate listening and viewing strategies; expressing ideas,
The learner transfers learning by: showing ways of asserting one’s identity; opinions, and feelings through various formats; and enriching written and spoken
comprehending informative and short narrative texts using schema and appropriate communication.
listening and viewing strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past and past perfect tenses and
connectors
correctly and appropriately.
Formation Standard/ Values Integration

At the end of the unit, the students will be able to realize that…
 Promote Pride and Patriotism.
Pilar, Sorsogon
AY: 2023-2024
 Rediscover the past to pave the way to new discoveries.

 To make a change, one must learn how to sacrifice.
Essential Questions (EQs) Enduring Understandings (EUs)

At the end of the unit, the students will have explored the At the end of the unit, the students will have come to understand that:
answer to the EQs:
How can diversity build and unify a nation? 1. There is always unity in diversity with respect and understanding, we can build and unify a
2. Why is it important to be proud of one’s individuality? nation.
3. How can patriotism help shape a country’s future?
4. How can the youth of the land be a manifestation of hope? 2. Acceptance of one’s unique individuality, means respecting and honoring differences, in
these ways, discrimination will be eradicated.
3. With patriotism, people will sustain and maintain unity in diversity, hence shaping a better
future of our country.
4. “Kabataan ang Pag-asa ng Bayan.” With love of country, with the awareness of the past, and
with deep sense of responsibility, it can ignite the youths’ desire for a better and brighter
future.
Knowledge Skills
At the end of the unit, the students will be able to… At the end of the unit, the students will be able to…
 Differentiate Summarizing Paraphrasing and Precis  Extract information from a text using a summary, precis, and paraphrase
 Identify figures of speech that show comparison (simile metaphor,  Use analogy to describe or make a point
personification), contrast (irony, oxymoron, paradox) and emphasis  Transcode information from linear to non-linear texts
(hyperbole and litotes)  Differentiate passive and active voice
 Define Graphic Organizers  Use passive and active voice meaningfully in a varied context
 Identify different Graphic Organizers
 Differentiate passive and active voice
Pilar, Sorsogon
AY: 2023-2024
Interdisciplinary Integration (optional)
II. Assessments
Assessment of Knowledge and Skills Assessment of EQs and EUs
 Interactive online quiz  Online oral recitation
 Quiz through Google form  Activities in the module
 Activities in the module
 Writing an essay
Performance Task
For the Celebration of the Reading Month, As a student, writer, etc. you are task to comprehend the Essay written by Dr. Jose Rizal titled- Education gibes Luster to Mother Land.
And relate it to your life experiences through writing an essay.
Your work will be graded using a rubric.

 Introduction
 Body Paragraphs
 Topic Sentences & Supporting Details
 Conclusion
 Organization/Structure
 Style: sentence flow, tone, and
 Mechanics
Pilar, Sorsogon
AY: 2023-2024
Rubrics for Performance Task

CRITERIA EXCELLENT AVERAGE GOOD POOR
15 13 10 5
DOCUMENTATION OF The essay includes a well-cited The essay includes some cited The essay includes a very few The essay includes did not cited where the
WORKS CITED information. information. cited information, more of information come from.
opinionated.
Introduction/Thesis Excellent Good Fair Poor
Statement
Very well developed introduction & The introduction & thesis statement The introduction & thesis statement The introduction & thesis statement do not introduce
thesis statement. They engage the create interest and are fairly well introduce the process, but they the process. No controlling point about the process is
reader and create interest. They developed. But while they contain either do not give accurate and evident.
contain and/or introduce the process and/or introduce the process, they complete information, or they lack
and state the author's point about are not very engaging; although, they detail and creativity. May not cover
the process. They also cover the do cover the whole process. the whole process.
whole process.
Body Paragraphs Excellent Good Fair Poor
Each paragraph contains a clearly Each paragraph contains a topic Not all paragraphs contain topic There are no apparent topic sentences. Details are
focused topic sentence that relates sentence that relates to the process sentences that relate to the process either wrong or lacking. They do not seem to relate to
to the process being described. being described. being described. the process.
Details in the essay are clear and Details are clear and specific, and the There are details, but they are not
specific, and there are enough steps in the process can be followed very clear or specific, or there are not
details to help the reader see and well enough to understand the enough of them to allow the reader
understand all the steps of process. described process. to follow the progression of the
Concrete sense language is used process.
effectively.
Conclusion Excellent Good Fair Poor
Pilar, Sorsogon
AY: 2023-2024
The concluding paragraph effectively The concluding paragraph effectively The concluding paragraph relates a There is no apparent conclusion or point made about
unifies the essay. It makes a point unifies the essay, but it does not conclusion to the process, but it does the process.
about the process that is creative make a very interesting point about little to unify the essay around the
and interesting. the process. steps of the process.
Organization/Structure Excellent Good Fair Poor
Logical progression of details with a Logical progression of details. Organization is clear. Some No discernible organization. Transitions are not
clear structure that enhances the Transitions are present, but they do transitions are present, while others present.
essay and provides a clear step-by- not enhance the overall effectiveness are either inappropriate or missing. Cannot discern a logical explanation of the process.
step description of the process. The of the essay. All steps are covered Some steps may be missing or not in
transitions are appropriate and used and in the correct order. the proper order.
very effectively to indicate the time
order of the steps.
Style: sentence flow, tone, Excellent Good Fair Poor
and
Writing is smooth, skillful, and Writing is clear and sentences have Writing is clear, but sentences may Writing is confusing and hard to follow. Contains
coherent. Sentences are strong and varied structure. There is consistent lack variety. The tone is inconsistent fragments and/or run-on sentences. The tone and
expressive with varied structure. tone and word choice is appropriate and word choice, while adequate, purpose is inconsistent and difficult to determine.
word choice.
Consistent and appropriate tone and for the description of the process. does not clearly explain the process. The word choice is inadequate and the process is not
word choice is used throughout the explained.
essay. Vivid sense language is used
to create clear images of the process.
Mechanics Excellent Good Fair Poor
No errors in punctuation, spelling, A few minor errors in punctuation, A few errors in punctuation, Distracting and major errors in grammar,
grammar, or capitalization. spelling, grammar, or capitalization, grammar, spelling, and capitalization punctuation, spelling, and capitalization.
but they do not detract from the that. while distracting, the meaning
overall meaning and effectiveness of and intent of the essay can still be
the essay. discerned.
Prepared by: Checked by: Approved by:

Pilar, Sorsogon
AY: 2023-2024
MS.ELLA G. JUDIN SR. GLYNDA P. ABELLO ,OP

MS.LORIELY JOY B. DEUDA
Social Science Clusterhead Principal/School Director
Principal/School Director
DAY #: 1-5 The teacher will use the following

LEARNING TARGETS: I.Explore instructional tools:
 I can define Figures of Speech.  The teacher will let them Read the Story of How my Brother Leon  PowerPoint presentation/Visual
 I can Identify figures of speech that show Brought Home a wife” pages 107-112). Then will aid there aids
comparison (simile metaphor, personification), understanding though the discussion of the text by Questioning and  Book ( Pages 101-103)
contrast (irony, oxymoron, paradox) and thinking Strategy.  Internet (Google)
emphasis (hyperbole and litotes) (MERGED)  YouTube
 I can use analogy to describe or make a point II.Firm up
 I can supply other words or expressions that  The teacher will sight the line in the story and will ask the students
complete an analogy opinion about it.
“She was fragrant like a morning when papayas are in bloom.”
FORMATIVE ASSESSMENT OF LEARNING III.Deepen
TARGETS:  The teacher will direct the students to the discussion of the following:
Synchronous and Asynchronous activities. (Board work)
IV. Transfer
 The teacher will let the students have series of activities:
a. Board work
b. Making examples
c. Activities in the book. (Task 1 and 2 page 118)
DAY #:- 6-10 1. EXPLORE The teacher will use the following
LEARNING TARGETS:  The teacher will present words- metaphor, simile and analogy and instructional tools:
 I can define Analogy (ADD) will let them differentiate it.  PowerPoint presentation/Visual
 I can Distinguish Analogy from Simile and II.FIRM UP aids
Metaphor.  Book ( Pages 101-103)
(Merged and created)  The teacher will ask the students.  Internet (Google)
Pilar, Sorsogon
AY: 2023-2024
 I can Use analogy to describe or make a point What is simile, Metaphor and Analogy?  YouTube
 I can supply other words or expressions that How does this three differ from each other?
complete analogy  The teacher will also let the students try constructing Simile,
Metaphor and Analogy.
FORMATIVE ASSESSMENT OF LEARNING III.DEEPEN
TARGETS:  The teacher will direct the students to the discussion of the
Synchronous and Asynchronous activities. (Board following:
work) 1. Simile and its examples – (uses like and as for comparison.)
2. Metaphor and its examples- (direct comparison)
3. Analogy and its examples- (Comparison of two unlike things,
goal is to add information to the two unlike things being
compared.)
IV.TRANSFER
The teacher will let the students transform the simile or metaphor into
analogy.
Life is like a coffee-
Life is a garden-
Note to aid their mastery the teacher will give and allow them to create
their own analogies.
DAY #:- 6-8 1. EXPLORE
LEARNING TARGETS: The teacher will let the students analyze the following sentences:
 I can differentiate passive and active voice.  The room was painted by Mario.
 Use passive and active voice meaningfully  Mario painted the wall.
in a varied context. 2. FIRM-UP
 I can convert sentences from active to The teacher will ask the students the following questions:
passive voice and vice versa. What have you observed in the sentences above?
What are the differences of the two?
Pilar, Sorsogon
AY: 2023-2024
3. DEEPEN
The teacher will direct the students to the discussion of the following:
FORMATIVE ASSESSMENT OF LEARNING  Passive and Active Voice
TARGETS:
Synchronous and Asynchronous activities. (Board
work
4. TRANSFER
The teacher will give the students series of drills.
 Construct 25 examples of active voice sentences and transform it into
passive voice.
Pilar, Sorsogon
AY: 2023-2024
DAY #9-11 1. EXPLORE

LEARNING TARGETS: The teacher will let the students analyze the table below.
 I can identify the tenses of the verbs
 I can use past and past perfect tenses buy bought
correctly in a varied context. come Came
drink drunk
 I can use appropriate tense of the verbs in
love loved
the sentences.
give gave
FORMATIVE ASSESSMENT OF LEARNING
TARGETS: 2. FIRM-UP
Synchronous and Asynchronous activities. (Board The teacher will ask the students the following questions:
work What have you observed in the table below?
What do you think is our discussion for today?
3. DEEPEN
The teacher will direct the students to the discussion of the following:
Pilar, Sorsogon
AY: 2023-2024
 Tenses of the verbs

 Present-Past-Past Participle
4. TRANSFER
The students will do the following activity:
Research:
 100 examples of regular verbs in its present and past tense.
 100 examples of irregular verbs in its present and past tense.
SR. GLYNDA P. ABELLO ,OP

MS.LORIELY JOY B. DEUDA MS.ELLA G. JUDIN
Principal/School Director
Principal/School Director Social Science Clusterhead

3rd ENGLISH 7 UNIT PLAN AND LP (AutoRecovered)

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3rd ENGLISH 7 UNIT PLAN AND LP (AutoRecovered)

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Dominican School of Pilar Inc.

Ludovice St., Brgy. Binanuahan

Unit Title: Ideas and Ideals

Teacher: Loriely Joy B. Deuda Cluster Head: ELLA G. JUDIN

Formation Standard/ Values Integration

 Rediscover the past to pave the way to new discoveries.

Essential Questions (EQs) Enduring Understandings (EUs)

Interdisciplinary Integration (optional)

Your work will be graded using a rubric.

Rubrics for Performance Task

Prepared by: Checked by: Approved by:

MS.ELLA G. JUDIN SR. GLYNDA P. ABELLO ,OP

DAY #: 1-5 The teacher will use the following

DAY #9-11 1. EXPLORE

 Tenses of the verbs

SR. GLYNDA P. ABELLO ,OP

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