School Grade Level

School PEDRO T. MENDIOLA SR.
Grade Level 7
MEMORIAL NATIONAL
DAILY HIGH SCHOOL
LESSON Teacher MARICRIS M. PATRIMONIO Learning English
PLAN Area
Date/ September, 2019 (9:30-10:20) Quarter 2nd
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Philippine literature during
the Period of Apprenticeship as a means of examining conflicts; various
purposeful listening and viewing strategies; difference between literal and
figurative language; ways to extract and condense information based on
library sources; verbal and non-verbal cues in oral communication; and
types of phrases, clauses, and sentences.
B. Performance Standards The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library resources;
extracting information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.
C. Learning Competencies/ The learner use verbal and non verbal cues in conversations, dialogs, or
Objectives interviews. (EN7OL-II-a-4)
a. Understand the concept of effective communication.
b. Use appropriate verbal and non-verbal turn-giving cues.
c. Recognize the role of active listening in effective communication.
II. CONTENT Verbal and Non- Verbal Cues in Conversations

III. LEARNING
RESOURCES
A. References Mathematics Learner’s Materials
1. Teacher’s Guide Pages K to 12 Curriculum Guide (May, 2016)
2. Learner’s Material Pages Let‘s Talk 3 Second Edition by Leo Jones pp.8- 9
3. Textbook Pages Culturally Speaking by Rhona B. Genzel pp.2-14
4. Additional Materials from Understanding Filipinos through Body Language

Learning Resources http://primer.com.ph/tips-guides/2016/07/22/understanding-
filipinosthrough-body-language/
B. Other Learning Resources Pictures of facial expressions and gestures, Video clips,
TV/tablet/laptop/projector
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the Give Me a Sign!

lesson Show a sign for some commonly used hand gestures below:
1. to show that you have won
2. to ask someone to come closer
3. to wish for good luck
4. to ask someone to stop
5. to show approval
C. Presenting examples/ Photo Analysis!
instances of the new lesson
Look at each photograph. Answer the questions, and be prepared to share
your answers.
How well do these women know each other?

How can you tell?
Who is talking? How do you know? Are the

listeners interested in what the speaker has to
say? How do you know?
D. Discussing new concepts and Eco-Mats!

practicing new skill #1
Directions: You will watch a YouTube video entitled “Eco-friendly
Philippine Mats (Banig)”.This is a short documentary film featuring the
lives of local mat weavers in a very small town in Leyte, Philippines.
While watching the video, ponder on the question below:
Why do you think a mat (banig) is considered a symbol of Filipino
culture?
E. Discussing new concepts and

practicing new skill #2
We Are Family!
Sociogram is a visual representation or map of the relationships between

individuals.
Directions: Describe the relationship among the members of the Angeles
family using a sociogram. Include the following details:
1. Names of the family members
2. Relationship to each other
3. Qualities or characteristics
4. Attitudes/Reactions towards the members
5. Family issues
F. Developing Mastery Check Point! Answer the following questions:
1. Where had Mr. Angeles gone?
2. Why had he gone away from home?
3. What had he found in Mariveles?
4. What did Antonio like about new mats?
5. Why were these mats different?
6. What decided the color of the mats?
7. Who had given Nana Emilia a decorative mat?
8. When was this mat usually used?
9. Why was dinner a long affair?
10. What advice did Mr. Angeles give his children?
11. How did Mr. Angeles open his bundle of mats?
12. Who received the first mat?
13. Describe Mr. Angeles's mat.
14. Why was Marcelina worried about her mat?
15. When could Jose use his mat?
16. Why were there some mats left over?
17. What did Nana Emilia say about the mats left over?
18. What did Nana Emilia do while the mats were being unfolded?
19. Describe the last three mats.
G. Finding practical applications Loved Ones!

of concepts & skills in daily
living. Directions: Share your personal experience/s of losing a loved one.Think
of real life instances that show how you still value the important people in
your life who are no longer here on earth. If there is something you would
offer to him/her, what would it be?
H. Making generalizations & Bid Farewell – “The Tayabense Way” Directions: Research about the
abstractions about the lesson death and burial practice in Tayabas. Then, compare such practices to
other town of your choice.
I. Evaluating Learning Photomontage!
A photomontage is a composite picture made

by cutting and joining a number of photographs
and text to form a unified whole that
communicates meaning to the viewer.
Directions: For this project, you will be

combining what you have learned about
symbolism in Francisco Arcellana‘s ―The
Mats.
Your goals in creating the photomontage are as follows:
 Further explore the symbol of family in the selection.
 Using multiple websites, find images and text that deal with
―family‖ that convey a similar meaning as the symbol used in the
selection.
 Use the images and text to create a photomontage that expresses how
you feel about the story you have read.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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 lesson
work? No. of learners who
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?

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School PEDRO T. MENDIOLA SR.

II. CONTENT Verbal and Non- Verbal Cues in Conversations

4. Additional Materials from Understanding Filipinos through Body Language

B. Establishing a purpose for the Give Me a Sign!

How well do these women know each other?

Who is talking? How do you know? Are the

D. Discussing new concepts and Eco-Mats!

E. Discussing new concepts and

Sociogram is a visual representation or map of the relationships between

F. Developing Mastery Check Point! Answer the following questions:

1. Where had Mr. Angeles gone?

2. Why had he gone away from home?

3. What had he found in Mariveles?

4. What did Antonio like about new mats?

5. Why were these mats different?

6. What decided the color of the mats?

7. Who had given Nana Emilia a decorative mat?

8. When was this mat usually used?

9. Why was dinner a long affair?

10. What advice did Mr. Angeles give his children?

11. How did Mr. Angeles open his bundle of mats?

12. Who received the first mat?

13. Describe Mr. Angeles's mat.

14. Why was Marcelina worried about her mat?

15. When could Jose use his mat?

16. Why were there some mats left over?

19. Describe the last three mats.

G. Finding practical applications Loved Ones!

I. Evaluating Learning Photomontage!

A photomontage is a composite picture made

Directions: For this project, you will be

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