LESSON PLAN in ENGLISH 7
GRADE AND SECTION: Grade 7- Kindness
TIME: 10:30:00-11:30
DATE: October 4, 2023
NAME OF MENTOR: Daisy F. Wee Sit (SST-I)
A. 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.
B. 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; and
I. OBJECTIVES:
observing correct subject-verb agreement.
C. Learning Competency: EN7LT-I-a-2: Describe the different literary genres during the
pre-colonial period.
D. Learning Objectives: Within the 60-minute session, the G7- Kindness students are
expected to do the following:
a) Discover the life of the Filipinos during the Pre-Colonial period;
b) Identify the different genres during the pre-colonial period; and
c) Express appreciation for the Filipino culture by performing group activities.
II. CONTENT A. Subject Matter:
Different Genres During Pre-colonial period
B. Interdisciplinary Integration:
HISTORY (Pre-colonial period in the Philippines)
A. Learning Resources English 7: Quarter 1, Week 2.2
Power Point Presentation
Paper
Markers
III. PROCEDURE
Teaching Method: 4As
Daily Routine Preliminaries
Classroom Management
Greetings
Checking of Attendance
Motivation Activating Prior Knowledge
The teacher shows a painting depicting the life of the Filipinos during the Pre-
Colonial Period and asks the students to express their insights about the painting.
Group the class into four groups. The students are grouped according to the
multiple intelligence test result that they had taken.
Indicator 6: Used differentiated developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences.
Inform the students that they will be given incentives if they will participate in the
activities.
Indicator 5: Managed learner behaviour constructively by applying positive and non-violent
discipline to ensure learning-focused environments.
A. ACTIVITY The teacher process questions to each group.
During the Pre-Colonial Period,
Group 1. What kind of cultures did Filipinos have?
Group 2. What was their economic system?
Group 3. What do you think was their educational system?
Group 4. Why is it important to have the knowledge of our pre-colonial society?
Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills.
B. ANALYSIS Representative of each group presents the answer in front of the class.
After that, the teacher shows a short video clip on the life of the Filipinos during
the Pre-Colonial Period.
Indicator 1: Applied knowledge of content within and across curriculum teaching areas
The teacher asks the students to connect the activity to the day’s lesson.
The teacher posts the lesson objectives.
C. ABSTRACTION Presents the lesson proper for Different Genres during Pre-colonial period.
Vocabulary Development
Genre- a category of artistic composition, as in music or literature, characterized by
similarities in form, style, or subject matter.
Pre-colonial- occurring or existing before the beginning of colonial rule.
Literature- any collection of written work, especially those considered of superior lasting
artistic merit.
Indicator 2: Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
Different Genres During Pre-colonial Period
During the Pre-colonial or Pre-Hispanic period (BC 1564), oral literature existed and
was popular with Filipinos. The topics were the everyday experiences of the people like the
village-food-gathering, creature, and objects of nature, home, field, forest or sea, caring for
youngsters, and the like.
The following are the early literary forms/genres which were told and retold by the
natives:
1. Epic is a long narrative poem about an epic hero and the hero’s journey.
Example: Biag ni Lam-ang of Ilocanos narrates the adventure of the extraordinary epic hero.
2. Legend is an old traditional and popular semi-true story demonstrating human values. It is
also a story as to how, where, and why a thing came from.
Example: The Legend of Pineapple It tells about a girl named Pina who turned to have many
eyes as her mother cursed her.
3. Riddle is a statement or question that makes us think logically. It requires an answer.
Example: “I am tall when I’m young and I am short when I’m old.”
Answer: candle
4. The proverb is a brief instructive expression that suggests specific action, behavior or
judgment.
Example:
1. “ If you plant, you harvest. “
(Kapag may tinanim, may aanihin)
Meaning: Your good future will be the result of your right actions today. Plan ahead.
D. APPLICATION Small Group Differentiated Activities (SGDA)
Group 1 (Poets)- “Write it”
Construct a two-stanza poem which is related to theme or symbol of the story Biag
ni Lam-ang.
Group 2 ( Actors)- “Act it”
Re-enact the Legend of Pineapple.
Group 3 (Singers)- “Sing it”
Compose a song with your own tune using the different examples of riddles.
Include the answer/s for each riddle.
Group 4 (Artists)- “Create it”
Create a poster that speaks about the Filipino proverbs you know.
Indicator 4: Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities with a range of physical learning
environments.
The teacher provides the rubrics for the small group differentiated activities.
IV- EVALUATION Directions: Read each statement carefully and answer the question that follows. Write only
the letter of the correct answer on the space provided for.
___1. It is a story of a hero who is known in a locality. What kind of genre is this?
A. legend B. proverb C. riddle D. None of these
___2. According to our elders, this short reminder teaches us a lesson and suggests a
specific behavior.
A. proverb B. epic C. legend D. none of these
___3. Bantugan is a good man; he possesses many excellent characteristics. These are the
reasons why people love and respect him that much. How will you classify the story
“Bantugan”?
A. legend B. epic C. riddle D. proverb
___4. “Don’t leave for tomorrow what you can for today.” This is an example of a/an
A. epic B. proverb C. legend D. none of these
___5. King Barabas was a selfish king who belittled the old beggar. The king slowly
weakened and became sick, and soon after died. Guava tree grew where the king was
buried. The crown on the bayabas fruit is believed to be the crown of King Barabas.
This story is a _____
A. legend B. epic C. riddle D. proverb
___6. I hide, but my head is outside. What am I?
A. hat B. cap C. nail D. snail
___7. It is a proverb that reminds us not to be idle but to use time wisely.
A. If you plant, you harvest C. A thief hates a fellow thief
B. Whatever you do, think about it seven times D. none of these
___8. Our elders used to write literary genres using their local dialect. A proverb
that says, “Whatever the tree is, so is the fruit.” It means that
A. Every tree has its fruits C. Tree always bears fruits
B. A mango tree will bear mango fruits D. A good tree will have many fruits
___9. It is a brief instructive expression that suggests specific action, behavior or judgment.
A. legend B. epic C. riddle D. proverb
___10. Which among the following was not a genre during the Pre-colonial period?
A. legend B. epic C. proverb D. video clip
V- Assignment Directions: List down 2 examples for each literary genre during pre-colonial period.
Prepared by:
DAISY F. WEE SIT
Secondary School Teacher I
Observed by:
WILLIAM I. GO
Head Teacher I
AILEEN R. LOCSON
Master Teacher I
MA. THERESA B. BORGONIA, EdD.
Secondary School Principal IV
Date Observed: October 4, 2023
ABDURAHIM, MUJAHID K.
AKMAD, AL-GHAZIE A.
CANUMAY, CYAN S.
CANUMAY, PRINCE RHUM S.
MISAH, RONEL C.
MOHAMMAD, JAMES RYAN M.
USSAM, ADAM M.
ALAVANZA, NICOLE D.
ALONZO, ARIANA B.
HAIL, MARIAM A.
IBBA, AYESHA J.
MANGOMPIT, MARCHELA L.
MASUAN IFTIZAM
SANSON, XEENA GAYLE R.
AMBADANG JAYTON A.
APOLINARIO, JAIONE J.
FERNANDO, RODEL DANIEL
GAYAT, ROVERSON M.
NAVARRO, JOHN RHONDELLE
OMAR, AENIAS BRAHMIN J.
UTTOH, SHURAIM A.
AMOMONPON, ANGEL D.
ASDALA, ADILYN B.
INGLAY, SHERIE-MAE D.
IYUSOP AMERA M.
NAPSIN, FATIMA A.
RAFOLS, CHRISTA KEITH C.
SANTOS, CYRIL Q.
ASARAL, RAWAF A.
AWA, JHON HENRY P.
GOMEZ, JOSHUA A.
GONZALES, CHRISTIAN JAY
PULALON, ALBEN P.
REYES, REY CRIS C.
ABDURAKIB, MISREN S.
BERNABE GENETTE M.
DAHIM, MICA H.
JAI, APRIL B.
JAID, FATIMA A.
SAKUR, NURUL-ISARA A.
SALANI, PRINCESS RHEA S.
VICENTE, CHRISTINE LOVE FAITH
BAGINDA, KHADZMIR M.
BUNGKAC, AL-AMIR P.
LADJALAWIE, NASER T.
MATUDIO, KYLE MCKADEN B.
TAJAN, ANDRICH CLYNNE E.
TAJAN, PRINCE WILLIAM E.
ACALUL, NUR-ZIA A.
ESMULA, JASMINE
EUGENIO, JILLIANE JUSTINE
JALILUA, AYEEZA S.
JUHAILI, SITTI-NADZRAINA L.
SALIPISNANI, SHALANI S.
SAMAD, NUR FAIJA H.
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
TALON-TALON NATIONAL HIGH SCHOOL
Km.4, Talon-Talon Road, Zamboanga City
(062) 991-2147
Rubric for Concept Map
10 7 5 0
