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Content Learning Objective/s Learning Activities Assessment Task
Competencie
s
Making EN7RC-III-e- a. Define Making A. ACTIVITY 1: Predict me! ASSESSMENT TASK: Let's predict!
Predictions 2.8: Make predictions Direction: Look at each picture. And Choose a reading selection with your partner and
predictions b. Explain why choose what you think will happen next. share your own thoughts and ideas in predicting what
about the text making will happen on the story that you chose. Write your
predictions is an predictions in a 1 whole sheet of paper.
important
comprehension
strategy
c. Demonstrate
understanding of
using prior
knowledge when
a. reading
d. Analyze key
details and refer
to text to support
predictions.
e. Support
predictions with
information/facts.
f. Make predictions
about the text
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B. ACTIVITY 2: Predict my story
Direction: Read the story entitled
"Goldilocks and the Three bears" predict
what will happen to the story and apply
the strategies for reading comprehension.
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C. ACTIVITY 3: Story time!
Direction: Read the story " The Hare and
the Tortoise" and activate your prior
knowledge about the story.
1. What I already know?
2. What I want to know
3. What I learned
4. What I did to get the information
5. What I still need to learn
D. ACTIVITY 4: Making Prediction
Direction: Read the passage. Determine
what event most likely to occur next.
Explain your answer using textual
evidence.
Vince thunder waved to the crowd one
more time before he put on his
motorcycle helmet. The crowd cheered
uproariously. Vince looked down the
ramp and across the 17 school busses
that he was about to attempt to jump. It
was a difficult trick and everything would
need to go right for him to nail it. His cape
blew in the wind. As Vince hoped on his
motorcycle and started down the ramp,
he notice something that he had not seen
before. There was large oil slick at the
end of the ramp. He attempted to stop the
bike, but it was too late. He had already
built up too much momentum....
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1. What event is most likely to occur?
2. What evidence from the text supports
your prediction?
E. ACTIVITY 5: Support your
prediction
Direction: Read the sentences. Write and
draw what you think will happen next.
Peter was in the school Gymnasium. He
was standing on the balance beam. He
took a few steps and lost his balance.
F. ACTIVITY 6: Can you predict?
Direction: Predict what will happen next
by reading the clues in each sentence.
1. Frankie studied every night for a week
and was pleasantly suprised when
_____________________________
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2. Carlos was looking up at the sky as he
ran down the street when suddenly
_________________________
3. I heard a ssssss sound as I drove and
noticed as I looked out the window that
__________________
4. I heard lots of yips and saw bones and
realized mom brought home a new
______________________
5. The sky grew dark, and the tree
branches started swaying, so I knew
pretty soon _________________
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Content Learning Objective/s Learning Activities Assessment Task
Competencie
s
Process EN7LC-III-e- a. Define process A. ACTIVITY 1: “THINK OF ASSESSMENT TASK: BUZZ SESSION
3.6 Follow b. Illustrate steps in a PROCESS”
steps in a process DIRECTION: Write at least 3 idea when DIRECTION: The class will be group into 3 groups and they
process c. Follow steps in a you hear the word process. will follow the foot steps and do the task written on the foot
process steps.
B. ACTIVITY 2. “PROCESS YOUR
MIND”
DIRECTION: Follow the proper step in
form a circle and sing any song
making coffee.
form a line and dance your favorite dance
recite the tongue twister peter piper
C. ACTIVITY 3. “MY DAILY
PROCESS” write a steps on wash your clothes
DIRECTION: Write a steps on how you
prepare your breakfast before you go to
school.
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Content Learning Objective/s Learning Activities Assessment Task
Competencies
Stand on EN7VC-III-e-14: a. List examples of A. ACTIVITY 1: “List me down” ASSESSMENT TASK: “Problem Illustration”
the Make a stand literary works from Directions: In a ¼ sheet of paper, list
material on the material the Philippines down 5 examples of a literary piece from Group Collaboration. The class will be divided into 4
viewed viewed b. Differentiate the the Philippines. (It could be a book, groups. Each group will choose a letter and they will
plot and the theme poem, riddle, etc.) illustrate the topic written on their chosen letter.
in a given story
c. Construct their B. ACTIVITY 2: “Plot VS Theme” Directions: In a short bond paper, illustrate the
own short literary Based on their own understanding, following topics:
story differentiate the Plot from Theme. a. Inequality between rich and poor
d. Explain the moral b. Gender discrimination
of their own Directions: Get ½ sheet of paper, fold it c. Racial discrimination
constructed short in half. On the first column write down d. Global inequality
literary story the characteristics of the Plot; and on
e. Formulate a theme the second column, write down the Rubrics:
on the material characteristics of the Theme. Quality – 25pts
they are about to Clarity – 25pts
see Example: Creativity – 50pts
f. Make a stand on Plot – climax
the material they Theme – contextualized
are about to see
C. ACTIVITY 3: “My story”
The students will construct their own
literary story.
Directions: In a 1 whole sheet of paper,
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create your own short story.
Rubrics:
Creativity – 20pts
Quality of writing – 20pts
Content – 20pts
D. ACTIVITY 4: “Summary and
Share”
One by one, the students will
summarize the short story they
constructed and explain the moral of it
with the class.
Example:
My story is about a dog who wandered
the streets night and day in search of
food. One day, he found a big juicy bone
and he immediately grabbed it between
his mouth and took it home. On his way
home, he crossed a river and saw
another dog who also had a bone in its
mouth. He wanted that bone for himself
too. But as he opened his mouth, the
bone he was biting fell into the river and
sank. That night, he went home hungry.
Moral of the story:
If we always envy what others have,
we’ll end up losing what we already
have, just like the greedy dog.
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E. ACTIVITY 5: “Observe It”
The teacher will present a picture to the
class. The students will formulate the
theme/concept the picture is trying to
adhere based on their observation.
Directions: Write the theme/concept you
observed in a ¼ sheet of paper.
Example: The picture is about realizing
that pleasing the world is impossible, so
you should learn how to stand on your
own like you always have been.
“Untamed You”
F. ACTIVITY 6: “I stand with…”
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The students will watch a video about
the story “My father goes to court” by
Carlos Bulusan. By the end of the video,
the students will make a stand by
answering the questions provided.
Directions: Get 1 whole sheet of paper
and answer the following questions:
1. What does the story suggest?
2. What Filipino beliefs or values can
help address the issue in the story?
3. As a student, how can you help make
a change in our society?
4. What are the problems caused by
inequality?
5. What will happen if the gap between
rich and poor widens?
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Content Learning Objective/s Learning Activities Assessment Task
Competencies
Debate EN7OL-III-e-3 a. Identify the dos A. ACTIVITY 1: What Should I Do? ASSESSMENT TASK: Ready, Set, Fight!
and don’ts in Instruction: Read the following Instruction: The teacher will randomly pick two names
Employ the sentences and identify the dos and of students (For and Against). The teacher will pick a
debate
appropriate oral don’ts in a debate. Write ✓ or ✗ on the certain topic from the box. The two students will defend
b. Defend your stand
language and space provided. their side.
on a certain issue
stance in an __1. Always think ahead about what you
c. Employ the
interview, a are going to say. Criteria
appropriate oral
panel __2. React and mutter instantly in
language and Content – 10
discussion, in a anger.
stance in a debate
forum and in a __3. Use simple words and phrases that Argumentation – 10
debate. are understood by everybody.
__4. Speak clearly and audibly. Presentation - 10
__5. Speak too fast or too slow
B. Activity 2: CERTAIN ISSUE?
Instruction: The teacher will give a
certain current issue for each of the
student and they will defend his/her
side.
Criteria
Content – 5
Presentation - 5
C. Activity 3: Battle Of Pet Lovers
Instruction: Divide the class into two
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groups: “For” and “Against”. The two
opposing teams will compete with one
another. The topic is “Dogs are better
pets than cats”
Content Learning Objective/s Learning Activities Assessment Task
Competencie
s
Direct and EN7G-III-e-3: a. Define direct and A. ACTIVITY 1: Direct and Reported ASSESSMENT TASK: Let’s do connections
Reported Use direct and reported speech Directions: Write your own definition or
Speech reported b. Convert direct idea of what is direct and reported speech. Directions: Find a partner and make your own
speech speech in example of direct and reported speech. Present it in
appropriately in reported speech Direct Reported front of the class.
varied contexts c. Determine how Speech Speech
direct and
reported speech
are connected to
each other
B. Activity 2: Converting Speeches
Directions: Convert direct speech in
reported speech
1. Direct: She said, “I am doing
assignment”
Reported:___________________
2. Direct: Jennie said, “I like this
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shoes”
Reported:___________________
3. Direct: The Teacher said in her
class, “You should pass your activity
by tomorrow”
Reported:____________________
C. Activity 3: Connections,
connections, connections!
Directions: Determine the how direct and
reported speech are connected to each
other using a Venn diagram.
Direct Similarities Reported
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