Beruflich Dokumente
Kultur Dokumente
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Theme:
Appreciating
Myself
Sub-theme: Valuing
Our Elders Wisdom
Primary Selections:
Selected Philippine
Proverbs
Parallel Selection/s:
Recorded Speech and -Determine the relevance and
unity of the elements of a literary
dialogues.
text vis--vis its intended purpose
and production milieu.
Listening Comprehension:
Recognize differences in voice
levels and speech patterns.
Vocabulary Development:
Determine words or expressions
in a selection that are similar or
opposite.
Oral Language and fluency: Use
appropriate volume and
enunciation that meet the needs of
an oral communication situation.
Materials
a. CD recording of
listening inputs
b. Writing implements
c. Copies of pair
speaking-listening
task
Equipment
a. Audio CD player
b. Projector (if digital
pictures will be used)
HOMEWORK
a. Remind students of
expected behaviour
while using the library
resources.
b. On the date of
submission, review
students awareness
of the various sections
of the schools library
vis--vis the types of
information they have
located.
History
a. Selected
Philippines
History
b.
Ethnic
Groups
Literature
c. Proverbs
d. Elements
of the
Piece
-Tone
-mood
-persona
-feeling
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
in pairs.
b. Call on students to prove the
correctness of their responses.
c. Probe into students value judgments
concerning the issues they forward or
imply.
CLASSIFYING PROVERBS (20min) See
Task 2, Your Discovery Tasks.
a. Ask students to use Damiana
Eugenios system to classify the
proverbs.
b. Discuss the students responses and
the meanings of the proverbs.
c. In cases of differing answers, explain
why proverbs may fall under more than
one category. This is an opportunity for
students to think aloud.
d. Summarize the days discussion.
Curriculum for English I Grade 7
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Week
2
Theme: Appreciating
Myself
Sub-theme:
Perceiving My World
Primary Selections:
Origin of This World
Materials
INSIGHTS SHARING
a. Pictures of famous
landmarks where you e. Ask the students the
and your students
value of searching for
belong
information about
b. Pictures of regional
beginnings.
places and
f. End by emphasizing
indigenous peoples in
that myths, legends,
the Philippines
and folktales are
Values Education
a. Responsibi
lities as a
Filipino
Citizen
Literature
Time
Frame
Contents/ Topics
Learning Outcomes
Materials/
Resources
Activities/Strategies
Assessment
Method
Integration
(10min)
a. Ask students to find a partner.
b. Have them accomplish the task.
c. Process briefly the students
engagement in the activity by focusing
on their difficulties in matching.
d. Probe into why we have difficulty in
identifying our fellow Filipinos.
KNOWING FURTHER OUR FELLOW
FILIPINOS (5min)
See Task 2 Your Initial Tasks.
a. Ask students to perform Task 2
individually.
b. Process briefly the students
engagement in the activity by focusing
on the need to know better our fellow
Filipinos.
c.
Equipment
Projection device (if
pictures are rendered
in another format)
gateways to
understanding the
diversity of our culture.
LIBRARY AND
HOMEWORK
e. Explain the mechanics
of Your Final Task.
f. Expand the discussion
of the Dewey Decimal
System a bit by helping
the students recall the
card catalog system.
This visual might be
useful:
a. Elements
of the
Piece
-Tone
-mood
-persona
-feeling
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
b.
c.
d.
e.
READING HOMEWORK
c. Assign the reading selection The Origin
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
PRESENTATION OF ILLUSTRATIONS
(15 min)
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
c.
d.
e.
f.
g.
h.
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Materials
a. audio recording (taped
or digital on CD) of
listening inputs
b. pictures of people in
conflict
THINK WIN-WIN!
e. Have students recall
that the conflict between
Tungkung Langit and
Alunsina can be
resolved.
f. Discuss with students
the possibilities in
resolving conflict.
g. Provide instructions for
Integration
Week
3
Theme: Appreciating
Myself
Sub-theme: Surviving
My World
Primary Selections:
How the World Was
Created (Panayan
Equipment
a. tape player or audio
CD player
MAPEH:
a. Guide to
survival
when there
is an
accident.
b. Tips to
survival
Literature
Curriculum for English I Grade 7
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Version)
Parallel Selection/s:
Misery by Langston
Hughes
Listening Comprehension:
Listen for important points
signalled by shifts in stress and
intonation.
c.
d.
b.
e.
a. Elements
of the
Piece
-Tone
-mood
-persona
-feeling
OH NO! (15min)
See Task 2, Your Initial Tasks.
Have the students listen to three
taped dialogues. (As an alternative,
you may also ask three pairs to read
aloud the three sets of dialogue.)
b. Prior to listening, instruct the students
that they need to accomplish a
listening chart. Explain the contents of
the chart.
c. Before the class discussion, have
students exchange observations in
pairs using their charts.
d. Process the responses, emphasizing
that aside from words, voice quality
changes when speakers are in
conflict.
a.
Vocabulary Development:
Determine words or expressions
in a selection that have time
(temporal) or place
(locative) relations.
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
a.
b.
c.
d.
e.
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
c.
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
c.
d.
e.
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Week
4 and
5
Theme: Appreciating
Myself
Sub-theme: Recalling
Our Ancestors Beliefs
Primary Selections:
Why the Sky is High
(Tagalog, Iloko, and
Hiligaynon Versions)
Parallel Selection/s:
Texts about the Ozone
Layer: Destruction and
Protection
Vocabulary Development:
MY MULTI-LAYERED SKY
a. Review the students about making a
semantic map.
b. Have students accomplish the task.
c. Copy the map on the board or produce a
visual aid and post it on the board.
d. Invite students to write their answers on
the board. Process some answers. Related
these to the text to be read.
During-Activity
YOUR TEXT TASK 1
a. Pose the question to the class before
asking them to read.
Materials
a. CD recording of listening
inputs
b. Pictures of the ozone
layer hole
c. Visual aids (reproduction
of the graphic
organizers)
d. Bell or a bell chime
audio file
Equipment
a. Audio CD player
b. Projector (if digital
pictures will be used)
Values Education
a. Superstitio
us belief of
Philippines
Ancestor
Literature
a. Elements
of the
Piece
-Tone
-mood
-persona
-feeling
Earth Science
a. Kinds of
Clouds
b. the earth
atmospher
e
c. tips on how
to take
care of the
A BETTER ME, A
BETTER WORLD
d. Present the most
significant insights
generated from task
10-State of Ours Skies.
Curriculum for English I Grade 7
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Listening Comprehension:
Listen for important points
signalled by shifts in stress and
intonation
ozone
layer
d. greenhous
e effect
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Week
6
Theme: Appreciating
Myself
Sub-theme:
Revisiting My Past
Primary Selections:
The Origin of Rice
(Bohol, Ibaloi,
Tagalog, and Nabaloi
versions)
Parallel Selection/s:
Articles on Rice
Listening Comprehension:
Determine how pitch, phrasing,
and pacing affect understanding
of a message.
Oral Language and Fluency:
Observe the right phrasing and
pacing when reading texts or
passages aloud or participating in
conversations.
- Observe the right phrasing and
pacing when reading texts or
passages aloud or participating in
conversations.
Reading Comprehension: Use
predictive and anticipatory
Materials
a. Copies of listening and
reading texts
b. Pictures of breechclout
and rice
c. Table/chart
History
a. Philippines
Livelihood
(rice)
T.L.E
a. how to
plant rice
b. how to use
it in livelihood
Economics
a. Import and
export of
rice
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Literature
a. Elements
of the
Piece
-Tone
-mood
-persona
-feeling
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Theme: Appreciating
Myself
Sub-theme:
Connecting to my
Past
Primary Selections:
The First Monkey
(Iloko, Tagalog,
Maranao version)
Parallel Selection/s:
Articles on Monkeys
Listening Comprehension:
Determine the effect of facial
expressions and eye contact in
understanding a message.
Oral Language and Fluency:
Observe the right oral language
conventions when inquiring about,
summarizing, or reacting to what
has been listened to/read or
observed.
Reading Comprehension: Use
predictive and anticipatory
devices/tasks to activate prior
knowledge about the topic of
reading/viewing selection.
- Use information presented in a
reading or viewing selection to
infer, to evaluate, and to express
critical ideas.
- Respond to ideas, issues, and
concerns presented in a reading
or viewing selection in creative
forms.
Pre-Activity
More Than Words: Unlocking Vocabulary
Difficulties
Ask students to give the meanings of
words through pictures and context clues.
Do You Remember?: Activating Prior
Knowledge
a. Let students share about what they
know about the origins of monkeys.
b. Have them listen to the text The First
Monkey (Iloko version) that you are to
read.
c. Encourage them to focus on the
elements of a story and observe facial
expressions and eye contact to
understand the text.
Get It Right
a. Process what the students have
listened to by discussing the
following:
Characters
Setting
Plot
Problem/conflict
Resolution
b. Ask students comprehension
questions regarding the listening text.
Say What You Mean: Oral Practice
a. Draw out from the students the
Materials
a. Copies of listening and
reading texts
b. Pictures of monkeys
c. Comic strips
d. Table/chart
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
b.
c.
d.
e.
small groups.
Have them share their
researches and what
these say about our
ancestors as creators of
these myths and
legends, our values as a
people, and the richness
of Filipino culture.
Individually, ask them to
write a five-to-seven
sentence paragraph
about the discussion.
Remind the students
regarding the basic
parts of a paragraph
and the mechanics of
writing such as
indention, capitalization,
punctuation, etc.
Suggested Criteria for
Evaluation:
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Theme: Appreciating
Myself
Sub-theme: Meeting
Listening Comprehension:
Determine the effect of posture
and bodily gestures in
understanding a message.
Pre-Activity
BICOL EXPRESS
a. Show pictures of Mayon volcano, pili
nuts, and laing. Ask where the three
come from.
b. Point at the Bicol region in the
Philippine map. State that in the olden
days, the people there called their land
Ibalon.
c. Tell students that the main selection for
the week is about three heroes of a
Bicol epic.
Tell students what an epic is and why it is
important.
PRE-ASSESSMENT: AGREE OR
DISAGREE? Questionnaires (task 1)
WHAT DO YOU THINK?
See Task 1, Your Initial Tasks.
Materials
a. Pictures of Mayon
volcano, pili nuts, and
laing
b. Philippine map
THINKING BACK
a. Completion Statement
b. Have the students share
their answers with a
partner.
c. Have some students
share their answers to
the class.
d. Synthesize key and
common points made.
POST-ASSESSMENT:
AGREE OR DISAGREE?
a. Collect students
papers.
b. Compare students
post-assessment
responses with their
pre-assessment
answers.
c. Analyze results, draw
implications, and act
accordingly
History
a. Philippines
Heroes
b. Rizals Life
Literature
a. Elements
of the
Piece
-Tone
-mood
-persona
-feeling
answers.
c. Synthesize the answers and lead
students to the next task.
WHO ARE THEY?
a. Tell the students that they will listen to
a text that you will read only once. As
you read the text, they should listen to
Curriculum for English I Grade 7
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Week
9
Theme: Appreciating
Myself
Sub-theme:
Celebrating My Heroes
Beliefs
Primary Selections
Indarapatra and
Sulayman (A Maranao
Epic)
Parallel Selection/s:
Interview on Heroes and
Materials
d. CD recording of
listening inputs
e. Pictures of
national/international
heroes
f. Pictures of
mythological creatures
(preferably monsters)
MYTHOLOGICAL CREATURES
Equipment
g. Audio CD player
INSIGHTS SHARING
a. Ask each student to
write on a sheet of
paper three ideas:
World History
a. Internation
al Heroes
Values Ed.
a. Patriotism
Literature
b. Elements
of the
Piece
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
Listening Comprehension:
Distinguish between and among
the functions of non-verbal cues:
repetition, contradiction,
substitution, complementation,
and accentuation.
Vocabulary Development:
Select an appropriate familiar,
colloquial, or idiomatic word or
expression as a substitute for
another word or expression.
c.
d.
e.
general, and to
Mindanao, in particular
3.
-Tone
-mood
-persona
-feeling
Time
Frame
Contents/ Topics
Learning Outcomes
Activities/Strategies
Materials/
Resources
Assessment
Method
Integration
References:
Communication Skills I, Gabriel, Josefina P., and Martires, Edda M.
Building English Skills, Biteng, Oralla P., Martil, Allice E., Medina, Noemi A., Instructional Materials Development Centre (IMDC) 1995, Dil. Q.C
English for Better World I, 2007. Yu, P.R, et.al. Rex Bookstore, Inc
Easy Learning through Skill Based Integrated Reading and Language, Tagros, Salvacion B. et.al. St. Agustine Publications Inc. 1624 Espana St. Don Quixote St. Sampaloc
Maniala (2002)
Philippines Literature. Ed. A History and Anthropology, Lumbera, Bienvenido et. Al. (2003) Scholars Printing Pres.
Prepared By:
Geneza, Genewel F.
Navarro, Aileen B.
Espino, Leslie
Sevilla, Robert
Ramos, Erika Joy
Jumadiao, Leonard John
Curriculum for English I Grade 7