LEARNING PLAN

Subject: English Grade Level: 7

Unit Topic: Exploring Human Experiences in Verses Quarter: 1

UNIT STANDARDS AND COMPETENCIES DIAGRAM

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 EXPLORE

Quarter 1 Unit 1 : Exploring Human Experiences in Verses

In this unit, you will read different literary types written in verses. You will gain
information about the different forms and functions of Philippine poetry.

Essential Question

How the literary works will guide the learners in discovering significant experiences,
understanding human emotions, making better decisions, and appreciating cultural values.

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 Map of Conceptual Change:

Anticipation – Reaction – Guide

Before Statement After

LEARNING FIRM-UP
COMPETENCY

A1. Activity 1: Labelling exercise

EN7LIT-I-1 Analyze
literary texts as
expressions of My Different Emotions
individual or
communal values: Directions: Discuss different emotions that may be felt by anyone who experiences
a. Tone and mood death, love, and victory as shown in the pictures. Find a partner and answer the
b. figure of speech activity collaboratively.
c. sound devices
d. rhyme and meter
e. plot
f. characters
g. theme

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 Activity 2: Identification

Directions: Determine the word being referred to in each statement. Choose the
appropriate word inside the box. Write the answer on the space provided.

Activity 3: Concept Map

Create your own Hero

Direction: Below is a graphic organizer that will present the main character in the epic.
Read what each box contains. Complete it by providing the necessary information being
asked.

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 Activity 4: Enumeration

Directions: Emotions can be overwhelming. If emotions are not managed well, it can be a source
of stress. Write five way by which you can manage your emotions.

1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________

Scaffolding Activity 1 : Fish Bone

Direction: Below is a Fish Bone that will present the different Characteristics of Narrative
Poetry. Label each box contains. Complete it by providing the necessary information
being asked.

Activity 5 : Multiple Choice

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 Directions: Below is an excerpt from the Haarves Song Aliguyon translated by Amador T.
Daguio. Read and understand the literay text and answer the following questions below. Write
your answer in the space provided.

EN7LIT-I-2 Activity 1 : Guess those characters

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 Identify one’s meaning
and purpose in Directions: The following are the names of the characters that you will meet in the text. Guess
selecting the type of their possible roles in the text. While reading, check if your guesses are correct.
literary text for
composition.

Activity 2 : Read and Understand

Directions: Read the summary of the Narrative Poem entitled “Biag ni Lamg-ang” and
understanding its literary meaning.

BIAG NI LAM-ANG (Life of Lam-ang) is pre-Hispanic epic poem of the Ilocano people of the
Philippines. The story was handed down orally for generations before it was written down around
1640 assumedly by a blind I lokano bard named Pedro Bucaneg.

BUOD (SUMMARY) OF BIAG NI LAM-ANG

Don Juan and his wife Namongan lived in Nalbuan, now part of La Union in the northern part of
the Philippines. They had a son named Lam-ang. Before Lam-ang was born, Don Juan went to the
mountains in order to punish a group of their Igorot enemies. While he was away, his son Lam-
ang was born. It took four people to help Namongan give birth. As soon as the baby boy popped
out, he spoke and asked that he be given the name Lam-ang. He also chose his godparents and

asked where his father was.

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 After nine months of waiting for his father to return, Lam-ang decided he would go look

for him. Namongan thought Lam-ang was up to the challenge but she was sad to let

him go. During his exhausting journey, he decided to rest for awhile. He fell asleep and

had a dream about his father's head being stuck on a pole by the Igorot. Lam-ang was

furious when he learned what had happened to his father. He rushed to their village and

killed them all, except for one whom he let go so that he could tell other people about

Lam-ang's greatness.

Upon returning to Nalbuan in triumph, he was bathed by women in the Amburayan river. All the
fish died because of the dirt and odor from Lam-ang's body.

There was a young woman named Ines Kannoyan whom Lam-ang wanted to woo. She lived in
Calanutian and he brought along his white rooster and gray dog to visit her. On the way, Lam-ang
met his enemy Sumarang, another suitor of Ines whom he fought and readily defeated.

Lam-ang found the house of Ines surrounded by many suitors all of whom were trying to catch
her attention. He had his rooster crow, which caused a nearby house to fall. This made Ines look
out. He had his dog bark and in an instant the fallen house rose up again. The girl's parents
witnessed this and called for him. The rooster expressed the

source of courage of the suitor and the dog foretold the loyalty of Lam-ang. Lam-ang's bravery
and exceptional qualities convinced both Ines and her parents of his noble character and they
accepted him as the suitor for their daughter.
At the wedding festivities, Lam-ang's groomsmen were his rooster and dog. The wedding was a
lovely and grand event with a tribute of a golden ship given to Ines by Lam-ang. After much
celebration, the madulang (happy event) ended.
On their way back home, Lam-ang was challenged to a fight by the master of the golden ship. The
fight ended with Lam-ang's success and the death of his enemy.
Lam-ang and Ines eventually reached home and were welcomed with joy by Lam-ang's parents.
They lived happily ever after.
Title: Biag ni Lam-ang (Life of Lam-ang)
Setting: Nalbuan, La Union in the northern part of the Philippines
Characters:
-Lam-ang
-Namongan
-Don Juan (Lam-ang's father)
-Ines Kannoyan
-Sumarang
-Igorots
Beginning: Don Juan and his wife Namongan lived in Nalbuan, now part of La Union in the
northern part of the Philippines. They had a son named Lam-ang. Before Lam-ang was born, Don
Juan went to the mountains in order to punish a group of their Igorot enemies. While he was
away, his son Lam-ang was born. It took four people to help Namongan give birth.
Middle: Lam-ang decided to go and look for his father. During his journey, he encountered his
enemy Sumarang, another suitor of Ines Kannoyan whom he fought and defeated. He then visited
Ines and charmed her with his prowess and bravery. After the wedding festivities and with the
help of his beloved animals, Lam-ang was victorious in a fight against the master of the golden
ship.
End: Lam-ang and Ines eventually returned home and were welcomed with joy by Lam-ang's
parents. They lived happily ever after.

Activity 3: Multiple Choice

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 Read the Poem “ Where have all the years gone” by Thelma Garcia and Answer the questions that
follow.

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 Activity 4: Labelling Activities

Directions: Study the presented images. Label and Discuss how these pictures show the
beginning of everything for men.

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 LEARNING DEEPEN
COMPETENCY

Activity 1: Writing a short paragraph

Write a short description of you modern-day Filipino hero. Share your reasons for
M1. considering that person as your modern- day Filipino hero.
EN7LIT-I-2
Analyze the maxims, __________________________________________________________
universal truths, and
philosophies presented ____________________________________________________________________
in the literary text as a
means of valuing other ____________________________________________________________________
people and their
various circumstances ____________________________________________________________________
in life.
____________________________________________________________________

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 Activity 2: Essay

Directions: Write a short essay about your chosen Modern- Filipino Hero.

__________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Activity 3: Journal Writing

Direction: Read the poem “With her dreams of Happiness”. Reflect your personal
relationship with your mother or any woman you consider as your mother. Share your
thoughts in the journal.

Consider the following questions as you write a journal

 How would you describe your mother?

 How would you descrie your relationship with your mother?
 How does she show her love for you?

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 Scaffolding Activity 2: Narrative Poem

Directions: Write a Narrative poem about your modern- day Filipino. Consider all the traits and
description on your previous activity.

__________________________________________________________

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 Learning Competency TRANSFER

Scaffolding Activity 3
Drafting a Dramatic Poem

EN7LIT-I-4 Compose Directions: Examine the images of the different faces of Filipino mothers. On the lines
literary texts using provided, write down words, phrases, and sentences for you to create a dramatic poem.
appropriate structure. Think of a title for your poem.

__________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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____________________________________________________________________

____________________________________________________________________

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 Activity 1
Evaluate my own Poem

Directions: Evaluate the poem that you composed. Use the tips below to improve your
composition.

EN7LIT-I-5 Revise the Scaffolding Activity 4

literary texts for Revising your own poem
coherence and
cohesion Directions: After you evaluate your own poem you may now start to revise and rewrite it again.
Used the space provided below

__________________________________________________________

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 EN7LIT-I-6 Publish an
original literary text
that reflects culture:
poem.
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Transfer Goal:
Purpose:
Apply what you have learned about our culture to help students understand that, despite
our differences, we have a common bond of humanity in the school.
Task:
People in our school community are concerned about the tensions and lack of respect that
seem to exist between individuals and among groups within our school.
You are part of a team of cultural specialist hired by the principal and PTA/PTO to find
ways to address these needs and help fellow students increase their level of cultural
understanding. Your ultimate goal is to promote greater cultural understanding and
respect within and across various cultural groups in our school. You've been hired for this
assignment because it is widely known that you've learned a lot about culture and the
skills required to understand others and cross cultures respectfully. Now it's time to put
that knowledge and understanding to work.
Procedure:
Divide into "Cultural Specialist Teams" and complete the following:
1. Identify and document the need for greater cultural understanding and respect in
our school.
2. Describe what it would look like if every student understood and respected the
common bonds of humanity that exist in our school.
3. Draft a narrative poem about the importance of cultural awareness in our society
4. Write an engaging, compelling Narrative poem that focuses in our culture and
perform it in from of the class.
Performance Task
In GRASPS (authentic)
Goal Guided with the standards, apply all your knowledge about
different literary types written in verses. You will gain
information about the different forms and functions of Philippine
poetry that aligns in our cultural heritage.
Role Cultural specialist
Audience Students
Situation You are invited by your school as a Cultural specialist to write a
poem in finding ways to address these needs and help the
students increase their level of cultural understanding.
Product Narrative Poem
Standards Introduction, Body, Conclusion, Eye Contact, Use of Language
and Time
 Analytic Rubric:

Rating Rating Rating Rating Score

Criterion Excellent Good Satisfactory Needs
Improveme
nt
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introductio (1) Gets Meets any Meets any Meets only
n attention three of the two of the one of the
(2) Clearly four criteria four criteria four
identifies criteria
topic
(3)
Establishes
credibility
(4) Previews
the main
points
Body Main points Main points Main points Main
are clear, are need clarity points
well somewhat and support are not
supported, clear, lack of clear
and some support, sources and and have
sources are and documentatio no support
documented some n and no
documentatio sources or
n documenta
tion

Conclusion (1) Reviews Reviews main Brings Does not

main points points , brings closure bring
(2) Brings closure closure; the
closure audience is
(3) left
Memorable hanging
Eye Eye contact Eye contact Eye contact Little or no
Contact with audience with audience with audience eye contact
virtually all less than 80% less than 75%
the time of the time of the time
(except for
brief glances
at notes)

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 Use of Use of Use of Use of Use of
Language language language does language language is
contributes to not have causes inappropria
effectiveness negative potential te
of the speech, impact, and confusion,
and vocalized vocalized and/or
pauses pauses vocalized
(um uh er (um uh er pauses
etc.) etc.) (um uh er
not not distracting etc.)
distracting are distracting

Body Body Body Body Body

language language, language, language, language,
gestures, and gestures, and facial gestures,
facial facial expressions and
expressions expressions and gestures facial
adds greatly compliment lack variety expression
to the message and s are
message spontaneity lacking or
inappropria
te

Clarity Speaks Speaks Speaks Often

clearly and clearly and clearly and mumbles
distinctly all distinctly distinctly or can not
the time with nearly all the most of the be
no time with no time with no understood
mispronounce more than one more than with more
d words mispronounce two than three
d word mispronounce mispronou
d words nced words
Topic is Topic is Topic is clear Topic lacks No specific
specific, specific, appropriate clarity purpose--
follows appropriate and and focus inappropria
assignment and somewhat needs te for
Adapted to adapted adapted adapting to audience or
audience audience occasion

Visual Visual aids Minor Significant No visual

Aids well chosen problems with problems with aids
and presented visual aids visual aids

Time Within Within 10% Within 20% Not within

allotted time of allotted of allotted 20% of
time time allotted
time

Value Integration:

B – rilliance. The activation of the best version of ourselves through skills of critical thinking, problem
solving, collaboration, communication, and creativity lead to a successful life

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 A-uthenticity. We live with integrity and honesty, upholding the highest ethical standards as we seek to
honor God with our lives, relationships, and school premises.

I - nclusivity. Appreciating diversity, equality and equity, cooperativeness, participation, community, and
sustainability.

CALENDAR OF ACTIVITIES
WEEK 1
Time Time Time Time
9:00 a.m -10:00 9:00 a.m -10:00 9:00 a.m -10:00 9:00 a.m -10:00
a.m a.m a.m a.m
Continuation

Day
Tuesday-
Thursday

WEEK 2
Time Time Time Time
9:00 a.m -10:00 9:00 a.m -10:00 9:00 a.m -10:00 9:00 a.m -10:00
a.m a.m a.m a.m

Continuation

Day
Tuesday-
Thursday

WEEK 3
Time Time Time Time
9:00 a.m -10:00 9:00 a.m -10:00 9:00 a.m -10:00 9:00 a.m -10:00
a.m a.m a.m a.m

Day
Tuesday-
Thursday

WEEK 4
Time Time Time Time
.

Day
Tuesday-

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 Thursday

Day
Tuesday-
Thursday

Day
Tuesday-
Thursday

Prepared by: Checked by: Checked by: Noted by:

Ricardo B. Acedo Janice M. Cacao

English Teacher Academic Coordinator School Principal

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“Serving quality education since 1948!”