Date: November 14, 2018

Lesson Exemplar in English 7

Topic/Title - Pliant like the Bamboo
Grade Level -7
Time Allotment - 60 minutes
Objective - Use one’s schema to better understand a text.
Elicit (5 minutes) 1. What characteristics of the Filipinos do you know?
2. What other characteristics of Filipinos do you want
to know?
Engage (10 minutes) - Take note of your answers and be able to relate all of
them to the selection you are about to read.
Explore (10 minutes) - Title – Pair – Talk
1. What does “pliant” mean?
2. How does the bamboo show its pliancy?
3. Can a person be pliant too? How?
Explain (10 minutes) - Reflection Time
* Read the ff. selection. Stop and answer the questions
whenever you see the “Reflection Time” questions.
- Share your answer with the class.
1. If you will become one of the trees in the story, who
will you choose to be? Why?
2. As a Filipino, will you consider yourself like the
bamboo? Why? Why not?
3. Do you agree with the writer’s description of the
Filipinos? Why? Why not?
Elaborate (10 minutes) - 1. What specific Filipino characteristic are you proud of?
Why? Share your answer with the class.
Evaluate (10 minutes) - My Lucky Number:
1. What dominant characteristics of the Filipinos are
compared to those of the bamboo?
2. Who lived with the Filipinos?
3. What change did they bring to the Filipino’s life?
4. What did the Filipino do to face these changes?
5. What are the similarities between the Filipinos and
the bamboo?
Extend (5 minutes) - Extension Activity
1. Draw/create a symbol of yourself using a wire.
Then, explain why you chose that symbol.
Example: flower.

Prepared by: Noted:

____________________ ________________________
Damaso G. Javier Teresita L. Gatbonton
Master Teacher Principal
 Date: February 19,2019

Lesson Exemplar in English 7

Topic/Title - Basic Elements of a Poem

Grade Level -7
Time Allotment - 60 minutes
Objective - Identify distinguishing features of a poem during the
contemporary period of Philippine Literature.

Elicit (5 minutes) - Before moving on to the literary text. Let us first review
the elements of a poem.
Engage (10 minutes) - Literary Exploration

1. How would you react if instead of appreciating the

gifts of the past you receive nothing but ingratitude?
Whatever the past has brought to you, you must be
thankful and consider them as lessons which you
can bring with you until new encounters come.
Note: Let the students read silently the poem entitled: God
said, “I made a man” by Jose Garcia Villa.

Explore (10 minutes) -The poem shows man’s ingratitude to his creator – the
God who made all things in the past, in the present and
even in the future.
Q and A
1. What is the poem all about?
2. Is the relationship of the past and present relevant in
the text?
3. What attribute of God is being described in the
poem?
4. How did God react to the ingratitude of His
creations?

Explain (10 minutes) - (Biblical Explanation of the poem)

p. 425

Elaborate (10 minutes) - How are the actions of the men in the past significant to
the situation right now?
Evaluate (10 minutes) - Poetry Whiz:
Identify the word or phrase described in each statement.
___________1. It is the recurrence or the repetition of
similar sounds in poetry.
___________2. It is the regular pattern of stressed and
unstressed sounds.
___________3. It is a series of lines grouped together.
___________4. It is a stanza of a poem which has 2 lines.
___________5. It is the underlying message of a poetry.

Extend (5 minutes) - Pick up a Question

1. Pick up and answer a question from the fish bowl
prepared by your teacher.
2. Generate ideas that are related to the literary text to
your current situation.
3. Share your answer with the class.

Prepared by: Noted:

____________________ ________________________
Damaso G. Javier Teresita L. Gatbonton
Master Teacher Principal
 Date: September 24, 2018
Lesson Exemplar in English 7

Topic/Title - Phrases
Grade Level -7
Time Allotment - 60 minutes
Objective - Use noun and verb phrases appropriately and
meaningfully.
Elicit (5 minutes) - Retain triads and with your members, differentiate noun
phrase from a verb phrase.

Engage (10 minutes) - Analyze the ff. sentences:

1. They are clapping for the Pope.
2. Delia had a weak heart.
3. The shot did not scare Biryuk.
Explore (10 minutes) a. A phrase is a group of related words (within a
sentence) without both a subject and verb.
b. A noun phrase consists of a noun and other related
words (usually modifiers and determines) which
modify the noun. It functions like a noun in a
sentence.
c. A verb phrase is a combination of main verb and its
auxiliary (helping verb) in a sentence. Some
examples of helping verbs are the ff.: am, is, be,
has, have, does, may, might, must, can, shall and
will.
Explain (10 minutes) - (Work on the given examples:)
1. The phrase a weak heart is considered a noun
phrase, heart is the noun and weak is a modifier.
2. The phrase did not scare is a verb phrase, scare is
the main verb and did is the helping verb.
Elaborate (10 minutes) - More examples:
1. Father had told me that hunters always spat for
luck._______________
2. Eddie had passed that phase. _______________
3. I saw three pigeons fall to the ground. ___________
4. I offered him my bloody palm. _______________
5. My sister was the meanest creature. ____________
Evaluate (10 minutes) - Answer the following questions with a partner.
1. How were you able to compare or contrast the noun
phrase from the verb phrase?
2. What does this say about the relevance of phrases in
our sentences?
Extend (5 minutes) - Encircle the phrases in each sentence and write if it is a
noun phrase or verb phrase before the number.
___________1. Rose could have worked on that project
today.
___________2. My teacher is a true hero.
___________3. Mary is not going to the prom.
___________4. The parent answered the questions of all
the kids.
___________5. The hardworking teacher received praises.

Prepared by: Noted:

____________________ ________________________
Damaso G. Javier Teresita L. Gatbonton
Master Teacher Principal

Lesson Exemplar in English 7
Topic/Title
Grade Level
Time Allotment
Content Standard
Learning Competencies/Objective
Elicit (5 minutes)
Engage (10 minutes)
Explore (15 minutes)
Explain (10 minutes)
Date: July 4, 2018
- The Legend of Maria Makiling
-7
- 60 minutes
- Discover literature as a means of connecting to a
significant part
- According to legend, there was a time where a gods could
live like ordinary mortals do. Although these gods were
enchanted, they could speak, love and even go to the
market like what people do in our time. This story tells
what happened to the daughter of two such deities. This is
the story of Maria Makiling.
- A legend is a story or narrative from the past or is
believed to have been historical. Legend concern people,
places and events. Usually the subject is a king. A hero or a
famous person. It is always associated with a particular
place and particular time in history. Legends are not true,
but based on facts, such as a real person, a place or an
event. The hero myths are like legends, but legendary
heroes such as Gat Dula or Aliguyon usually have
historical roots, while mythical heroes don’t.
1. First reading by the teacher
2. Second reading by the students
1. Who are the main and supporting characters in the
story?
2. Why were Maria’s parents disagreeable with their
daughter’s love affair with Gat Dula?
3. In their disagreement, what did her parents do to her
a punishment?
4. What happened to Gat Dula when Maria could not
meet him physically?
5. How could Maria and Gat Dula’s have endure
without seeing each other physically? What could
she do for him?
Elaborate (10 minutes)

6. What do you think happened to both of them?

7. Why did Maria ask for Gat Dula’s soul from the
gods?
8. How would you end the story?
9. If you were Maria, would you do the same? Why?
Evaluate (5 minutes) - Answer the following questions with a partner.

3. Does the story of Maria Makiling have a magical

character?
4. Why is the narrative called a legend?

Extend (5 minutes) 1. What lesson in life does the legend teach you?

Prepared by: Noted:

____________________ ________________________
Damaso G. Javier Teresita L. Gatbonton
Master Teacher Principal
 Lesson Exemplar in English 7

Topic/Title - Subject-Verb Agreement

Grade Level -7
Time Allotment - 1 hour (60 minutes)
Content Standard - The learner demonstrates understanding and observing
correct subject-verb agreement.
Learning Competencies
to objective - At the end of the lesson, students should be able to:
1. Observe the correct subject-verb agreement
Elicit (5 minutes) - Let the students analyze the following sentences on the
board.
1. A stitch in time (saves, save) nine.
2. Noisy is the can that (contains, contain) nothing.
3. He who speaks too much (works, work) too little.
4. A desperate person (holds, hold) on to a knife edge.
5. Whatever you (does, do), think about it seven times.
Engage (10 minutes) - Key questions/ Process questions
1. What do you notice about the underlined words?
2. How do you call the underlined words?
3. What do you notice about the encircle words?
4. Which of these words are singular? Which are
plural?
5. What do you need to remember about subjects and
verbs in sentences?
6. Which rule is applicable in each of the given
sentences?
Explore (10 minutes) - Read the paragraph below and fill in the blanks with the
correct form of the verb given inside the parentheses:
Barking Dogs Seldom Bite
We know that dogs _______ (bark) when they ___ (see)
strange people. But dogs that _____ (growl) rarely ____
(bite) strangers. So those who ___ (be) talkative ____
(need) not be always practical. They ___ (be) simply
boasting. Containers which ____ (be) full of water
____ (make) less noise. Educated people _____ (not brag)
themselves very much. Great men ___ (act) and their action
_____ (speak) for themselves. His worth ___ (be) readily
recognized by others. So ______ (talk) less, and ____ (do)
more must be our motto.
Explain (15 minutes)
Presentation - Rules on Subject-Verb Agreement
 Subjects and verbs must agree in number
Example: Laziness is the sibling of starvation.
 Who, that, and which are considered singular or
plural according to the noun directly in front of
them. Do not get confused by the words that come
between the subject and the verb; they do not affect
agreement.
Example: One who spends too much time choosing
ends up with cracked wares.
Those who act tough are really coward.
 Prepositional phrases between the subject and the
verb do not affect agreement.
Example: Faith in God brings us success in life.
A friend in need is a friend indeed.
Elaborate (10 minutes) - Subject-Verb Agreement Rules
1. There is a fairy living in the mountain.
Here are the people who went to the mountain.
2. Does a fairy live in the mountain?
Do fairies scare people away?
3. The mountain and the trees are useful to people.
Maria and the people live happily together.
4. My friend and hero is loyal to me.
5. No smoking or drinking is allowed.
6. Prince Batugan’s older brothers or the King of the
Kingdom-of-the-Two Seas is responsible for his
honor.
Evaluate (5 minutes) - Subject-Verb Agreement
1. Twenty gallons of fuel is not enough for the ship of
the kings.
2. The total time for the ship race was five hours.
3. Two-thirds of the farm is planted.
4. One-half of the coconuts are to be sold.
5. The news about the three kings is sadly received by
the people.
Extend (5 minutes) - (Assignment)
- Construct 5 sentences observing S-V agreement.
Underline once the subject and encircle the verb.

Prepared by: Noted:

____________________ ________________________
Damaso G. Javier Teresita L. Gatbonton
Master Teacher Principal