ENGLISH 7 LEARNING PLAN

QUARTER NO. 1

TOPIC: DYCIan Words of the Week

TIME FRAME: 10
days

STAGE 1
PERFORMANCE STANDARD:

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

The learner actively participates in an oral

movie review using effective verbal and nonverbal strategies based on the following
criteria: content, subject and verb agreement,
usage of varied types of verbs according to
function and form, delivery, facial expressions,
body movements/gestures and audience
contact

ESSENTIAL UNDERSTANDING:

ESSENTIAL QUESTION:

The students shall discover word meanings

through context clues; synonyms; antonyms
and even structural analysis.
The learner will know:
use the appropriate reading style
(scanning, skimming, speed reading,
intensive reading etc.) for ones purpose
use structural analysis to determine the
meaning of unfamiliar words
use appropriate idiomatic expressions in
a variety of basic interpersonal
communicative situations

How can a word meaning be derived from

synonyms, antonyms context clues and
structural analysis?
The learner will be able to:
read using appropriate reading style
analyze the meaning of words using
structural analysis
extract meaning of idiomatic expression
through context clues

STAGE 2
PRODUCT OR PERFORMANCE TASK:
Come up with a substantial film review as a movie critic for an international blog.
Come up with a substantial, comprehensive movie review
making use of non-verbal communication, proper use of words,
Goal
and the right intonation, pitch, volume, and inflection for an
interesting discussion.
A movie reviewer for an international blog that will critic a film
Role
shown recently
Moviegoers
Audience
A blogger has asked you to be a part of her acclaimed blog. Your
task is to give a movie review about a film you have seen
Situation
recently.
Oral movie review
Product
Standards and Criteria The learner shall be graded according to the following rubrics:
Criteria
Effective use of the
language

Excellent
Effortless and smooth
delivery; used
vocabulary
accurately with

Good
Fairly smooth with
few unnatural
pauses; generally
uses correct

Developing
Halting and
fragmentary with
many unnatural
pauses; shows many

creative variety
Creatively developed
in detail;
Creativity of
entertaining; holds
presentation
audience interest
from beginning until
the end
Ideas are
exceptionally and
Content and
logically developed;
organization
speech is convincing
and well-prepared
Shows remarkable
subject and verb
Subject and Verb
agreement; uses
Agreement and
varied types of
Usage of Varied
sentences both in
Sentence Types
function and form
correctly
For other evidence, see the Assessment Matrix

structures with some

errors

errors in use of
structures

Adequately
developed; holds
audience interest for
a short while

Minimal
development; cannot
hold audience
interest for even a
short while

Ideas are minimally

developed and can
be hardly understood

Ideas do not follow a

logical sequence; the
review is just given
as it is

Subject and verb

agreement rules are
minimally observed;
use of sentences are
limited

Subject and verb

agreement rules are
not observed; use of
sentences are very
limited

for English 7 and attachments included.

STAGE 3
Lesson 1: DYCIan Words Week 1 (A Lawmaker Speaks) (Day 1)
Introduction:
The learner shall:
Listen to the teacher as he/she reads the assigned paragraph.
Repeat the vocabulary words that the teacher will emphasize.
Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words
discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 2: DYCIan Words Week 2 (Luke and Joan) (Day 2)

Introduction:
The learner shall:

Listen to the teacher as he/she reads the assigned paragraph.

Repeat the vocabulary words that the teacher will emphasize.

Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words
discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 3: DYCIan Words Week 3 (Inside the Classroom) (Day 3)

Introduction:
The learner shall:
Listen to the teacher as he/she reads the assigned paragraph.
Repeat the vocabulary words that the teacher will emphasize.
Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words
discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 4: DYCIan Words (Idioms 1) (Day 4)

Introduction:
The learner shall:
differentiate literal from figurative meanings implied by idioms
construct sentences using idioms studied appropriately
realize the value of using idioms creatively and prudently
Body:
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall guess the meaning of the following word puzzles:
YouJustMe ( just between you and me)
ABCDEFGHIJKLMNOPQRSTVWXYZ (missing you)
Yo__ mind (you are out of your mind)
STAND
I
(I understand)
The learner shall evaluate the idioms in both their literal and figurative meanings.
The learner shall analyze the connection of the denotative and connotative meaning of the
expression and study about its origin or history.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing a short paragraph
of not more than seven sentences which should contain the idioms discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 5: DYCIan Words (Correct Usage 1) (Day 5)

Introduction:
The learner shall:
understand the definitions and differences of troublesome words
construct sentences using words studied appropriately
realize the significance of using the correct word in oral and written expressions
Body:
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall evaluate the pair of troublesome words with their definition.
The learner shall find means of how to better remember the differences between the words.
Afterwards, the learner shall construct a sentence for each troublesome word to be
rendered orally.
The learners understanding shall be tested with the learner constructing a sentence which
should contain both confused words in the correct context and usage.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.

The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)
Use the words in their own sentences without confusion.

Lesson 6: DYCIan Words 6 (Teachers Instructions) (Day 6)

Introduction:
The learner shall:
Listen to the teacher as he/she reads the assigned paragraph.
Repeat the vocabulary words that the teacher will emphasize.
Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words
discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 7: DYCIan Words 7 (A Personal View of Society) (Day 7)

Introduction:
The learner shall:
Listen to the teacher as he/she reads the assigned paragraph.
Repeat the vocabulary words that the teacher will emphasize.
Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words
discussed.

Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 8: DYCIan Words 8 (Our Government and Our Nation) (Day 8)

Introduction:
The learner shall:
Listen to the teacher as he/she reads the assigned paragraph.
Repeat the vocabulary words that the teacher will emphasize.
Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words
discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 9: DYCIan Words 9 (Inside Congress) (Day 9)

Introduction:
The learner shall:
Listen to the teacher as he/she reads the assigned paragraph.
Repeat the vocabulary words that the teacher will emphasize.
Body
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall be read the selection aloud which contains the words to be discussed.
The learner shall evaluate the message of the selection.
The learner shall be instructed with the words with their respective parts of speech, IPA
transcription, definition and use in a sentence.
Afterwards, the learner shall construct a sentence which makes use of the word discussed
to be rendered orally.
The learners understanding shall be tested with the learner constructing sentences
together with a partner as they write down a script for a conversation using the words

discussed.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)

Lesson 10: DYCIan Words (Correct Usage 2) (Day 10)

Introduction:
The learner shall:
understand the definitions and differences of troublesome words
construct sentences using words studied appropriately
realize the significance of using the correct word in oral and written expressions
Body:
The learner shall answer the pre-test to check his/her prior knowledge. (see attached
PowerPoint handout for the pre-test)
The learner shall evaluate the pair of troublesome words with their definition.
The learner shall find means of how to better remember the differences between the words.
Afterwards, the learner shall construct a sentence for each troublesome word to be
rendered orally.
The learners understanding shall be tested with the learner constructing a sentence which
should contain both confused words in the correct context and usage.
Conclusion:
The learner shall
After the activity, the learner shall form a generalization of the topic.
The learner shall take the post-test to check if his/her prior knowledge has improved or
he/she has clearly understood the lesson. (see attached PowerPoint handout for the posttest)
Use the words in their own sentences without confusion.

QUARTER NO. 1
CONTENT STANDARD:

TOPIC: Library Tour

TIME FRAME: 1 day
STAGE 1
PERFORMANCE 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

ESSENTIAL UNDERSTANDING:

The learner actively participates in an oral

movie review using effective verbal and nonverbal strategies based on the following
criteria: content, subject and verb agreement,
usage of varied types of verbs according to
function and form, delivery, facial expressions,
body movements/gestures and audience
contact

ESSENTIAL QUESTION:

The learners will know and familiarize

themselves with the school library; the
center for learning.

What sections compose our school library?

Why do we need to be familiarized with the
schools library?

The learner will know:

the significance of school facilities such
as the library.
the dos and donts inside the library

The learner will be able to:

list the sections of the library
recognize the library as center for
learning

STAGE 2
PRODUCT OR PERFORMANCE TASK:
Come up with a substantial film review as a movie critic for an international blog.
Come up with a substantial, comprehensive movie review
making use of non-verbal communication, proper use of words,
Goal
and the right intonation, pitch, volume, and inflection for an
interesting discussion.
A movie reviewer for an international blog that will critic a film
Role
shown recently
Moviegoers
Audience
A blogger has asked you to be a part of her acclaimed blog. Your
task is to give a movie review about a film you have seen
Situation
recently.
Oral movie review
Product
Standards and Criteria The learner shall be graded according to the following rubrics:
Criteria

Effective use of the

language

Creativity of
presentation
Content and
organization

Excellent

Good

Effortless and smooth

delivery; used
vocabulary
accurately with
creative variety

Fairly smooth with

few unnatural
pauses; generally
uses correct
structures with some
errors

Halting and
fragmentary with
many unnatural
pauses; shows many
errors in use of
structures

Adequately
developed; holds
audience interest for
a short while

Minimal
development; cannot
hold audience
interest for even a
short while

Creatively developed
in detail;
entertaining; holds
audience interest
from beginning until
the end
Ideas are
exceptionally and
logically developed;
speech is convincing

Ideas are minimally

developed and can
be hardly understood

Developing

Ideas do not follow a

logical sequence; the
review is just given
as it is

and well-prepared
Shows remarkable
word choice,
excellent grammar
and pronunciation
For other evidence, see the Assessment Matrix
Conventions of the
language

Ideas do not follow a

logical sequence; the
review is just given
as it is
for English 7 and attachments included.
Ideas are minimally
developed and can
be hardly understood

STAGE 3
Lesson 1: Library Tour
Introduction:
The learner shall:
see and explore the Basic Education Library.
familiarize themselves with things that they will see inside the library.

Body:
The learner shall:
identify the sections of the library
recall the dos and donts inside the library
know the key persons in the library
The learner shall know that books are major resources that help us learn. A very important
place for us to visit frequently is the library.
The learner shall familiarize himself/herself with the major sections of the library:
1. The Reference Section contains books for general use such as dictionary, encyclopedia,
almanac, and atlas;
2. The Trade Books Section contains story books which are classified based upon the
Lexile levels of the students; and
3. The Filipiniana Section contains the textbooks used previously by the school.
The learner shall take note of the rules inside the library:
1. No food
2. No drinks
3. Be quiet
The learner shall meet the key persons of the library:
o Ms. Shirley Avila (High School Department)
o Ms. Irene Reyes (Grade School Department)

Conclusion:
The learner shall:
answer post assessment questions
Assignment:
Read How the World Began

QUARTER NO. 1

TOPIC: Housewarming Song and Figures

of Speech

TIME FRAME: 2
days

STAGE 1
PERFORMANCE STANDARD:

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

ESSENTIAL UNDERSTANDING:

The learner actively participates in an oral

movie review using effective verbal and nonverbal strategies based on the following
criteria: content, subject and verb agreement,
usage of varied types of verbs according to
function and form, delivery, facial expressions,
body movements/gestures and audience
contact

ESSENTIAL QUESTIONS:

The learners will know how early Filipinos

used songs in their daily lives; the different
basic figures of speech.
The learner will know:
figurative language meanings and
examples
song that our early Filipinos used in
house blessing

How important are songs to our early

Filipinos?
What are the basic figures of speech?
The learner will be able to:
recognize figures of speech
identify figures of speech
make their own examples of the basic
figures of speech
interpret song used by our early Filipinos
appreciate a song used for house
warming

STAGE 2
PRODUCT OR PERFORMANCE TASK:
Come up with a substantial film review as a movie critic for an international blog.
Come up with a substantial, comprehensive movie review
making use of non-verbal communication, proper use of words,
Goal
and the right intonation, pitch, volume, and inflection for an
interesting discussion.
A movie reviewer for an international blog that will critic a film
Role
shown recently
Moviegoers
Audience
A blogger has asked you to be a part of her acclaimed blog. Your
task is to give a movie review about a film you have seen
Situation
recently.
Oral movie review
Product
Standards and Criteria The learner shall be graded according to the following rubrics:
Criteria

Excellent

Good

Developing

Effective use of the

language

Effortless and smooth

delivery; used
vocabulary
accurately with
creative variety

Fairly smooth with

few unnatural
pauses; generally
uses correct
structures with some
errors

Halting and
fragmentary with
many unnatural
pauses; shows many
errors in use of
structures

Creativity of
presentation

Creatively developed
in detail;
entertaining; holds
audience interest
from beginning until
the end

Adequately
developed; holds
audience interest for
a short while

Minimal
development; cannot
hold audience
interest for even a
short while

Ideas are
exceptionally and
Content and
logically developed;
organization
speech is convincing
and well-prepared
Shows remarkable
Conventions of the
word choice,
language
excellent grammar
and pronunciation
For other evidence, see the Assessment Matrix

Ideas are minimally

developed and can
be hardly understood

Ideas do not follow a

logical sequence; the
review is just given
as it is

Ideas do not follow a

logical sequence; the
review is just given
as it is
for English 7 and attachments included.
Ideas are minimally
developed and can
be hardly understood

STAGE 3
Lesson 1: Housewarming Song (Day 1)
Introduction:
The learner shall:
describe how housewarming is done in the present time compared to pre-colonial Era
relate how song are used in today from pre-colonial period
interpret the housewarming song on their own

Body:
The learner shall:
explain the significance of song in early Filipinos lives
analyze the lines of the song
discuss the meaning of the song lines with the class
define a folksong as chanted or sung to the accompaniment of musical instruments used to
express emotions on daily experiences
perform the song by stanza in groups

Conclusion:
The learner shall:
interpret songs used for housewarming
discuss the emotions portrayed in the song
explain the meaning of the song and its lines
Assignment:
The learner shall find out what the basic figures of speech are.

Lesson 2: Figures of Speech (Day 2)

Introduction:
The learner shall:
identify figures of speech
differentiate the different figures of speech
categorize the given figures of speech

Body:
The learner shall:
familiarize themselves with figures of speech and define it as follows:
1. In a simile, two things are compared that are not really the same, but are used to
make a point about each other. It uses like as, asas.
2. A metaphor directly compares two things that are not alike and finds something

about them to make them alike.

3. Personification gives an inanimate object the qualities of a living thing.
4. Irony uses a word in a literal sense that debunks what has just been said.
5. Hyperbole is an exaggeration.
create a script that will let the learner use different figures of speech
the script shall be translated into a short skit
afterwards, the learner shall answer the activity as provided on the assessment matrix (see
attachment)

Conclusion:
The learner shall:
create their own examples of figures of speech

TOPIC: How the World Began and

TIME FRAME: 1 day
Timeline
STAGE 1
CONTENT STANDARD:
PERFORMANCE STANDARD:
QUARTER NO. 1

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

ESSENTIAL UNDERSTANDING:

The learner actively participates in an oral

movie review using effective verbal and nonverbal strategies based on the following
criteria: content, subject and verb agreement,
usage of varied types of verbs according to
function and form, delivery, facial expressions,
body movements/gestures and audience
contact

ESSENTIAL QUESTION:

The Philippines also has its share of myths in

folklore that provides us a background and
proof of our rich culture.
The learner will know:
about how the world began from the
perspective of the Maranao race
the importance of myth in identity
preservation

What does How the World Began tell us of

Philippine folklore and storytelling?
The learner will be able to:
retell a story of how the world began
discover what a myth is
make their own timeline

STAGE 2
PRODUCT OR PERFORMANCE TASK:
Come up with a substantial film review as a movie critic for an international blog.
Come up with a substantial, comprehensive movie review
making use of non-verbal communication, proper use of words,
Goal
and the right intonation, pitch, volume, and inflection for an
interesting discussion.
A movie reviewer for an international blog that will critic a film
Role
shown recently
Moviegoers
Audience
A blogger has asked you to be a part of her acclaimed blog. Your
task is to give a movie review about a film you have seen
Situation
recently.
Oral movie review
Product
Standards and Criteria The learner shall be graded according to the following rubrics:
Criteria

Effective use of the

language

Creativity of
presentation
Content and
organization

Excellent

Good

Effortless and smooth

delivery; used
vocabulary
accurately with
creative variety

Fairly smooth with

few unnatural
pauses; generally
uses correct
structures with some
errors

Halting and
fragmentary with
many unnatural
pauses; shows many
errors in use of
structures

Adequately
developed; holds
audience interest for
a short while

Minimal
development; cannot
hold audience
interest for even a
short while

Ideas are minimally

developed and can

Ideas do not follow a

logical sequence; the

Creatively developed
in detail;
entertaining; holds
audience interest
from beginning until
the end
Ideas are
exceptionally and

Developing

logically developed;
speech is convincing
and well-prepared
Shows remarkable
Conventions of the
word choice,
language
excellent grammar
and pronunciation
For other evidence, see the Assessment Matrix

be hardly understood

review is just given

as it is

Ideas do not follow a

logical sequence; the
review is just given
as it is
for English 7 and attachments included.
Ideas are minimally
developed and can
be hardly understood

STAGE 3
Lesson: How the World Began
Introduction:
The learner shall:
be asked about stories that they know how the world began
define what a myth is
know the steps in making timeline

Body:
The learner shall:
read a myth from Maranao culture
describe how characters in myths differ from other stories
perform the myth through a role-play
construct a timeline based on the myth

Conclusion:
The learner shall:
answer post-assessment questions
summarize the myth in their own words
create a timeline to summarize the events that happened in the narrative

Assignment:
The learner shall:
read Ibong Adarna part 1 and 2
find out what the elements of a short story are

TOPIC: Ibong Adarna (Part 1 and 2) and

TIME FRAME: 2
Elements of Short Story
days
STAGE 1
CONTENT STANDARD:
PERFORMANCE STANDARD:
QUARTER NO. 1

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

The learner actively participates in an oral

movie review using effective verbal and nonverbal strategies based on the following
criteria: content, subject and verb agreement,
usage of varied types of verbs according to
function and form, delivery, facial expressions,
body movements/gestures and audience
contact

ESSENTIAL UNDERSTANDING:

ESSENTIAL QUESTION:

The learners will know the elements of story

its definition; the story of Ibong Adarna 1 and
2.
The learner will know:
what a corrido is
how jealousy can make us do things
the different elements of a short story

What are the elements of a short story? Does

Ibong Adarna, a corrido, contain the elements
of a short story?
The learner will be able to:
define a corrido
appreciate the importance of love to
family
distinguish the different elements of short
story

STAGE 2
PRODUCT OR PERFORMANCE TASK:
Come up with a substantial film review as a movie critic for an international blog.
Come up with a substantial, comprehensive movie review
making use of non-verbal communication, proper use of words,
Goal
and the right intonation, pitch, volume, and inflection for an
interesting discussion.
A movie reviewer for an international blog that will critic a film
Role
shown recently
Moviegoers
Audience
A blogger has asked you to be a part of her acclaimed blog. Your
task is to give a movie review about a film you have seen
Situation
recently.
Oral movie review
Product
Standards and Criteria The learner shall be graded according to the following rubrics:
Criteria

Excellent

Good

Developing

Effective use of the

language

Effortless and smooth

delivery; used
vocabulary
accurately with
creative variety

Fairly smooth with

few unnatural
pauses; generally
uses correct
structures with some
errors

Halting and
fragmentary with
many unnatural
pauses; shows many
errors in use of
structures

Creativity of
presentation

Creatively developed
in detail;
entertaining; holds
audience interest
from beginning until
the end

Adequately
developed; holds
audience interest for
a short while

Minimal
development; cannot
hold audience
interest for even a
short while

Ideas are
exceptionally and
Content and
logically developed;
organization
speech is convincing
and well-prepared
Shows remarkable
Conventions of the
word choice,
language
excellent grammar
and pronunciation
For other evidence, see the Assessment Matrix

Ideas are minimally

developed and can
be hardly understood

Ideas do not follow a

logical sequence; the
review is just given
as it is

Ideas do not follow a

logical sequence; the
review is just given
as it is
for English 7 and attachments included.
Ideas are minimally
developed and can
be hardly understood

STAGE 3
Lesson 1: Ibong Adarna (Part 1) and the Elements of a Short Story
Introduction:
The learner shall:
read the corrido Ibong Adarna (Part 1)
identify the elements of short story in the corrido, Ibong Adarna
recall a story where they feel jealous of their siblings

Body:
The learner shall:
discuss the story of Ibong Adarna
describe the characters of the story Ibong Adarna using concept maps

Don
Juan

Ibong
Adarna

Don
Pedro

Don
Diego

The
Hermi
t

complete a story arc indicating the events that happened in the story

Conclusion:
The learner shall:
answer post assessment questions
summarize the story of Ibong Adarna using the story arc

Assignment:

Read Ibong Adarna Part 2

Lesson: Ibong Adarna (Part 2)

Introduction:
The learner shall:
identify the elements of short story in the corrido, Ibong Adarna
continue the story of Ibong Adarna
recall the first half of the story

Body:
The learner shall:
discuss the story of Ibong Adarna
differentiate the attitude of the three brothers
narrate the major events of the story using the pictures

Conclusion:
The learner shall:
answer post assessment questions
create a comic strip of the story of Ibong Adarna (see attachment for the rubrics)