PLAN IN ENGLISH 7

Quarter 3, Week 1, Day 2

I. OBJECTIVES
A. Content Standards 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 narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
B. Performance The learner transfers learning by: showing ways of
Standards asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
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.
C. Learning Use one‘s schema to better understand a text.
Competencies/Objectives EN7RC-III-a-8
Categorize words or expressions according to shades of
meaning. EN7V-III-a13.11
Discover literature as a tool to assert one‘s unique identity
and to better understand other people. EN7LT-III-a-5
II. CONTENT PLIANT LIKE THE BAMBOO – Reading Text
 Using one‘s schema to understand a text.
 Categorizing words or expressions.
 Discovering Literature as atool to assert one‘s
identity.
III. LEARNING
RESOURCES
References
1. Teacher’s pp. 294-298
Guide Pages
2. Learner’s Materials
Pages pp. 302 – 308
3. Textbook Pages
4. Additional
Materials from the LR
Portal
5. Other Laptop Projector
Learning Powerpoint Presentation of the topic
Resources
III. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing the The learners will recap the previous topic about the
previous lesson or message of the song ‗Kaleidoscope World‘ and how it
presenting the could apply to accept and respect diversity among
new lesson individuals.
B. Establishing a The teacher will introduce the objectives.
purpose for the lesson 1. Identify the word which does not belong in the
group;
2. Determine the qualities of Filipinos in the
reading selection, ‗Pliant Like the Bamboo‘
C. Presenting Task 1. VocaBox Task 1. VocaBox
examples/instances The learners will be given The learners will be given
of the new lesson five boxes containing four five boxes containing four
words. They will copy the words. They will copy the
word which does not belong word which does not belong
in the group. in the group.

The learners will use each

word in a sentence based
on its meaning.
Note: Refer to p. 304 of
the LM) Note: Refer to p. 304 of the
LM)

Note: Let the learners use the dictionary or the dictionary

in their cellphone in order to unlock all the words on p. 304.
D. Discussing new Task 1.2 Title-Pair-Talk
concepts and In pairs, the learners will discuss the following questions
practicing new skills #1 with their seatmate.
1. What does ‗pliant‘ mean?
2. How does the bamboo show its pliancy?
3. Can a person be pliant too? How?

Note: In pairing, let the Independent and Instructional

Learners be paired with the Frustration Learners.

E. Discussing new The learners will read the The teacher will provide a
concepts and selection ―Pliant Like the diagram (Venn, graphical
practicing new skills #2 Bamboo‖. representation, flowchart,
etc.) to explain each
Task 2. Reflection Time. paragraph before presenting
Task 2.
The learners will answer the
questions in the ‗Reflection Task 2. Reflection Time.
Time‘ after every paragraph
they read. They will share Reflection 1: If you will
their answers to class. become one of the trees in
the story, who will you
Reflection 1: If you will choose to be? Why?
become one of the trees in Reflection 2: As a Filipino,
the story, who will you will you consider yourself
choose to be? Why? like the bamboo? Why? Why
Reflection 2: As a Filipino, not?
will you consider yourself Reflection 3: Do you agree
like the bamboo? Why? with the writer‘s description
Why not? of the Filipinos? Why? Why
Reflection 3: Do you agree not?
with the writer‘s description Reflection 4: What specific
of the Filipinos? Why? Why Filipino characteristic are
not? you proud of? Why?
Reflection 4: What specific
Filipino characteristic are
you proud of? Why?
F. Developing Task 3. Work in Group.
mastery (Leads to The class will form six groups, do the following tasks and
Formative present the output to the class.:
Assessment 3) Group 1- Locate, Reflect, Evaluate! Identify the following
statements as true or false. The group will locate the
proof to their answers from the text.
Group 2- What Characteristics Do Filipinos Have? Infer
what character trait of a Filipino exemplified by each
sentence taken from the text. Choose your answer from the
word pool and explain.
Group 3- My Lucky Number. The group will answer some
questions based from the text and the teacher may ask
follow up questions.
Group 4- Symbol. Draw/create a symbol of yourself using
a wire. Then, explain why you chose that symbol.
Group 5- Acronym Poem. Write a poem describing your
group using your group‘s name as an acronym. Be ready to
recite it.
Group 6- A tune! Write a song or rap describing your
group.
Note: For the statements, word pool, and questions
refer to pp.307 – 309 of the LM
For the group presentation they will be graded according to
the following rubrics:
Criteria 4 3 2 1
Accuracy (reference Excellent Very good Satisfactory For improvement
to text’s content and
idea)
Reflection and Has deep Has some Has minimal Has no
thoughts understanding of understand-ing understand-ing of understand-ing of
the topic of the topic the topic the topic
Effective written/oral Communi-cates in Communi-cates Communi-cates in Has not
communication clear and in an a somewhat communica-ted
organized manner understand- organized manner any idea nor used
able manner but ideas were not any organization
but organiza- very clear
tion could have
been better
Choice of words All words used are Most of the Only a few words Most of the words
appropriate to the words used are used are used are not
task appropriate to appropriate to the appropriate to the
the task task task.
The teacher will ask the following questions:
F. Finding practical 1. Do you believe that you are pliant like the bamboo?
application of 2. In what situation do you show your characteristic as
concepts and skills in being a pliant like the bamboo?
daily living
H. Making The teacher will asks the following questions:
generalizations of 1. What have you learned from the qualities and
concepts and skills characteristics a Filipino possesses?
in daily living 2. Do you agree that those qualities and characteristics are
running through the veins and blood of all Filipinos? Why or
why not?
I. Evaluating learning The learners will write a The learners will identify and
quotation about the qualities explain whether the assigned
and characteristics of quotation speaks of being
Filipinos. pliant or not.
1. ―Intelligence is the
handmaiden of flexibility and
change.‖
2. ―That which yields is not
always weak.‖
3.‖ If you want to change
the world, start with
yourself.‖
J. Additional activities Ask a family member or relative in what situation did he/she
for application or become pliant and how did he/she manage to solve it. Then,
remediation write one‘s opinion/reaction about it.
V. REMARKS

VI. REFLECTION

A. No. of Learners who

earned 80% on the
formative
assessment
B. No. of learners
who require activities
for
remediation
C. Did the remedial
lesson/s work? No.
of learners who have
caught up with the
lesson
D. No. of learners who
continue to
require
remediation
E. Which of my
teaching strategies
worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/de
p artment head help
me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?