First Quarter Academic Year 2018-2019 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. 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 observing correct subject-verb agreement. Time Topics / Content Learning Teaching / Materials Assessment Intended Learning Institutional Core Frame Competencies Learning Activities Modalities (BLOOMS) Values (Strategies) Unit I: Appreciating At the end of this 1. Teaching Activities Prepare the Determine that Trait: Obedience Traditional Culture part the students 1.1. Reading for following Oral Exercises traditional Definition: Through Folk should be able meaning. English in Filipino myths Quickly, cheerfully 2. Learning Activities Literature 1: to: Perspective 7 Written reflect the values carrying out wise 1. compare 2.1. Pre-reading – work text Lesson 1: Exercises and traditions of direction of those Introduce the 1. The Creation (An different kinds Library our Filipino who are responsible lesson briefly by Igorot Myth) of folk telling the resources/book Enrichment forefathers. for me. 2. Malakas at literature students that they s on Filipino Exercises Narrative Goals: Maganda (Myth 2. apply the SQ3 will be learning folk literature exemplifies the o Obey your of the First Man strategy for about ancient Computer with early literature of authorities Week 1 and Woman) effective literature, which internet Filipinos. immediately. 3. Plot, Setting, and reading myths, fables, connection Identify how to o Have a cheerful Narrative 3. identify and legends, poems, LCD projector become an attitude. 4. Nouns as use nouns and songs, epics, and Flash cards effective reader. o Complete all that others. Building Blocks noun 2.2. During Reading – with names or Nouns serve as you are expected of Sentences determiners nouns taken building blocks to do. Ask the students correctly from the myths in language. o Do not complain. to read the myths 4. note and have them o Go the “extra information refer to the guide mile.” from a questions in the program text as they read viewed the selections. 5. make a list 2.3. Post Reading – using nouns Discuss the and noun myths by determiners answering the comprehension questions in literature activity on page 8. 2.4. Presentation – Discuss the parts of speech. 2.5. Practice – Have the students answer the grammar practice exercises. Unit I: Appreciating At the end of this 3. Teaching Activities Prepare the Oral Exercises Trait: Faith Traditional Culture part the students 3.1. Oral Language following Definition: Through Folk should be able and Fluency English in Written Analyze that Confidence that Literature 1: to: 4. Learning Activities Perspective 7 Exercises fables tell about actions rooted in 1. Identify the 4.1. Asks students to work text the beliefs and good character will Lesson 2: recall a fable they values of our elements of a learned when Library Enrichment yield the best 5. The Tortoise narrative: resources/book forefathers. outcome, when I they were Exercises Week 2 and the conflict, s on Filipino Identify key cannot see how. younger. Tell Monkey climax, and them to share this fables points to Goals: 6. The Dog and theme with class. Pictures of a remember in o Expect the best. The Lion 2. Determine the 4.2. Ask the students monkey and a speaking clearly o Make right 7. The Monkey plot of a story read the fables. tortoise and getting choices based on and the 3. Compare 4.3. Divide the Illustration meaning across principles of Crocodile information students into board/cardboar to the listeners. character rather 8. Conflict, gathered small groups. d Express ideas in than whims of 4. Identify the Lead them in Power point sentences circumstances. Climax, and answering the effectively. Theme parts of a Computer with o Believe the truth comprehension 9. The Parts of a sentence questions in internet and reject a lie. Sentence 5. Construct literature activity. connection o Do not take sentences 4.4. Have them watch Art materials things for correctly a video granted. adaptation of the o sTrust those table. who have 4.5. Let the students proven refer to strategy character. application. 4.6. Point out how the letter is a good example of well- written sentences. 5. Teaching Activities Prepare the Oral Exercises Trait: Discretion Unit I: Appreciating At the end of this 5.1. Diphthongs, following Definition: Traditional Culture part the students Modified English in Written Relate the Recognizing and Through Folk should be able Vowels, and Perspective 7 Exercises challenges of avoiding words, Vowel Digraphs work text the characters in actions and Literature 1: to: 6. Learning Activities text in real life. attitudes that could Lesson 3: 1. describe the Pictures of Enrichment 6.1. Ask students to Identify the different pair up and sampaguita, Exercises bring Week 3 10. Legend of the literary genres Mt. Makiling, elements of UNDESIRABLE answer the Sampaguita during the activity in and a stone narratives that consequences. 11. The Boy Who precolonial perceive ideas Handouts of the lead to the Goals: Became a period on page 20. story “The theme of o Ask Questions. Stone 2. explain the 6.2. Ask the students Stonecutter” Filipino folk o Do not judge 12. Maria characteristics to recall the Strip of paper literature. hastily. Makiling of fables, legends they Enumerate the o Learn from 13. Characterizati legends, and have read or basic rules for experience. myths heard about. using pronouns o Do not repeat on as the 6.3. Ask the students Writer’s Tools 3. determine the read the legends. in sentences. mistakes. 14. Pronouns and element of 6.4. After reading o Trace problems Pronouns characterization the selection, to their causes. Antecedent 4. sequence events ask the students 5. compare to answer folktales from comprehension two different questions about sources each legend. 6. listen to 6.5. Analyze the important sentence and points signaled identify the pronouns found by shifts and it. intonation 6.6. Let the students 7. identify the demonstrate pronouns and their oral antecedents of fluency skills by a sentence portraying a 8. rewrite a news legend they have article chosen as a group. Unit I: Appreciating At the end of this 7. Teaching Activities Prepare the Oral Exercises Trait: Truthfulness Traditional Culture part the students 7.1. Listening for following Explain that Definition: Earning Through Folk should be able Expressions English in Written ancient riddles, future by accurately Literature 1: to: 8. Learning Activities Perspective 7 proverbs, and reporting past facts Exercises 1. identify the 8.1. Ask students to work text Lesson 4: poems express Goals trace the period distinguishing when Spanish Library Enrichment the richness of o Clear 15. Mi Ultimo features of colonizers came resources/book Exercises pre-colonial and conscience - Week 4 Adios proverbs, s on Filipino Spanish to the Deception 16. Traditional myths, and Philippines, as folk literature Chapter Test 1 colonial culture. results in guilt, Poems legends they had learned Cartolina Knows that with its 17. Verbs and 2.compare in their Social intonation and physical, Subject-Verb information Studies class. stress express emotional, Agreement from two 8.2. As assigned, in emotions in mental, and different pairs, ask spoken students to share spiritual sources language. consequences. with the class 3.explain poetic the riddles that Explain that Truthfulness devices and rules of subject- produces they had found how these in the library or verb agreement boldness and contribute to the online. is important in confidence. theme 8.3. Review the getting meaning o Trust - 4.recognize the basic rules of across. Truthfulness is use of verbs and subject-verb the foundation the basic rules agreement. of integrity and of subject-verb 8.4. Practice evokes trust agreement applying the rules of subject- from others. 5.write a story 6.recognize verb agreement by asking them prosodic to answer features: Grammar volume, Practice 1 on projection, page 103. pitch, stress, and intonation as carriers of meaning Unit I: Appreciating At the end of this 9. Teaching Activities Prepare the Oral Exercises Trait: Joyfulness Traditional Culture part the students 9.1. Comparison following Definition: Through Folk should be able Clues English in Know songs Maintaining good Written Literature 1: to: 10. Learning Perspective 7 and music attitude, even with Exercises 7. identify poetic Activities work text embody the unpleasant Lesson 5: 10.1. Play a Filipino traditions and devices song that is Music player Enrichment conditions 18. Songs (personificatio Pictures/videos culture of our popular at this Exercises Goals: Week 5 19. Poetic Devices n, repetition, of tribal Filipino time. Ask forefathers. o Look for good 20. Subject-Verb rhyme, sound, students what communities in all things. Agreement: and refrain) Computer/LCD Subject- Verb their favorite o Smile at Intervening 8. explain poetic Filipino song is. Projector Agreement is important in adversity. Phrases and devices and Let them say Strips of paper o Do not give in to Inverted how they what they like communicating one’s ideas discouragement. Sentences contribute to about the sing they have just more o Do not allow the theme emotions to rule 9. identify the listened to. effectively. 10.2. Lead the your mind. genre of an o Take time out of students to read online aloud the folk every day to program songs in Peruse laugh and sing. viewed and Read on 10. apply the pages 47 to 51. rules of 10.3. Have students subject-verb recall the basic agreement in rules of subject- sentences with verb agreement intervening learned in the phrases and previous lesson. 10.4. Conclude the in inverted lesson in sentences grammar by 11. summarize a drawing from story students why the 12. used the rules of subject- correct stress verb agreement when reading are very syllables and important in communicating sentences one’s ideas effectively Unit I: Appreciating At the end of this 11. Teaching Prepare the Oral Exercises Trait: Diligence Traditional Culture part the students Activities following Definition: Through Folk should be able 11.1. Signal Words English in Written Explain that Investing my time Literature 1: to: for Casual Perspective 7 Exercises epics depict the and energy to 13. express what Relationships. work text gallant history complete each task Lesson 6: 12. Learning of our epics are as Dictionary/thes Enrichment assigned to me. Activities forefathers. 21. Indarapatra and precolonial 12.1. Study the aurus Exercises Goals: Week 6 Sulayman literature Library Enumerate following words o Direction - 22. Retelling sequence taken from the resources/book basic rules of Diligent people Heroe’s Stories events text. s on Filipino writing using have vision for 23. Transitive and 14. determine the 12.2. Answer the folk literature transitive and their lives; they Intransitive use of following Pictures/illustra intransitive use every Verbs characterizati questions based tions of local verbs. available on as a on the selection. epics 12.3. Write the moment and literary device Board opportunity to 15. use transitive sequence of paper/blank events in the accomplish and index cards goals. epic Indarapatra intransitive and Sulayman in Coloring o Promotion - A verbs the graphic materials person who is correctly organizer. diligent with his 16. identify words 12.4. Use each of the or her skills and with casual following verbs talents will not relationships in two lack 17. write a recipe sentences. opportunities using verbs 12.5. Underline the object noun/s in and sought-after correctly positions. the sentence and tell if it is direct or indirect object. Unit I: Appreciating At the end of this 13. Teaching Prepare the Oral Exercises Trait: Gratefulness Traditional Culture part the students Activities following Definition: Letting Through Folk should be able 13.1. Ask the English in Written Show that a others know by my Literature 1: to: motive question: Perspective 7 Exercises sense of family words and actions Lesson 7: 18. determine the Who is the bravest work text pride and honor how they have elements of character in the Library Enrichment are depicted in benefited my life. 24. The Adarna drama as epic The Adarna resources/b Exercises literature of the Goals: Week 7 Bird literature Bird ooks on past. o Show your 13.2. Check 25. Characters 19. make Filipino Identify the parents and student’s and Setting in inferences folk archaeological teachers that you comprehension of Drama about the the text by letting literature past of the appreciate them. 26. Different elements of a them answer some Illustrations ancient Filipino o Write “thank Kinds of drama of the guide of the long before the you” notes. Sentences 20. retell a questions given characters of Spanish colonial o Take care of Filipino epic through text. Ibong times. your things. thru a 13.3. Ask students Adarna o Be content with Reader’s to view the exhibit Construction what you have. Theatre of their research on board/cartolina o Count your 21. organize the Filipino’s Coloring/ar benefits rather information archaeological past. t materials than your 13.4. Let students conveyed by burdens. study the sentences the program presented in viewed grammar point. 22. create a story 14. Learning from a Activities picture 14.1. Analyze the 23. use context dramatic elements clues to that were used in derive this play. meaning 14.2. Compare the 24. identify three brothers in epic using venn different diagram. kinds of 14.3. Identify the sentences kind of sentence. 14.4. Write two sentences about the epic. Unit I: Appreciating At the end of this 15. Teaching Prepare the Oral Exercises Traditional Culture part the students Activities following 15.1. Show pictures of Depict Rizal’s Through Folk should be able precolonial English in Written memoir the Trait: Literature 1: to: Filipinos and the Perspective Exercises culture and Dependability Lesson 8: 25. determine the Spanish colonial 7 work text family life of Definition: times. text structure Pictures of Enrichment Filipinos during Fulfilling what I of essays 15.2. Let the students precolonial this period in consented to do, 27. My Home Exercises reflect on the 28. Essays 26. note sensory Filipinos Philippine even if it means memoir of details Rizal. and the Chapter Test 2 history. unexpected 27. express 15.3. Show a series of Spanish Differentiates sacrifice. Week 8 appreciation audio and video colonial the essay as a Goals: for sensory clips of popular times literary genre o Keep your word images used radio and Picture’s of from narratives o Be careful what 28. raise and television Rizal’s and poetry. you promise. answer commercials, family and Effective o Correct your questions respectively. home English 15.4. Let the students mistakes. about a Library speakers o Pull your share program come up with resources questions communicate in of the load. viewed on Rizal’s everyday o Do not have a regarding the 29. use idiomatic programs life language. bad attitude. expressions viewed or heard. and Let them colloquialism evaluate s in everyday whether the situations message given is 30. analyze truthful or not. messages 16. Learning from a print Activities advertisemen 16.1. Read the following t memoir by Jose Rizal of his own childhood. 16.2. Figure out the meaning of the underlined words by looking for contrast clues. 16.3. Complete the setting web below with phrases and words that Rizal used to describe his home. 16.4. Rearrange the following sentences. 16.5. Fill in a descriptive web about My Home. Unit I: Appreciating At the end of this 17. Teaching Prepare the Oral Exercises Becoming Trait: Wisdom Traditional Culture part the students Activities following: an effective Definition: Making Through Folk should be able 17.1 Draw a Written practical applications writer and Literature 1: to: graphic organizer, English in of truth in daily Exercises story teller. 31. determine the such as the one Perspective 7 decisions Lesson 9: shown. Goals: 29. The Paragraph text structure 17.2 Review to the work Enrichment of essays Strips of o Listen to your students the basic Exercises 32. recognize the cartolina parents and parts of paragraph. teachers. features and 17. 3 Ask the Graphic Week 9 o Learn from types of students to begin organizer correction. paragraph writing their draft Construction/ o Choose your 33. write a descriptive essay oslo paper friends carefully. descriptive about their Drawing o Remember there paragraphs experiences and materials are consequences their own home. to all your actions. o Ask, “What is the right thing to do?”