Instructional Plan in English 7

Name of CRISTITA S. MAITIM Grade: 7

Teacher
Learning Area: ENGLISH 7 Quarter: 4
Date: November 13, 2014
Competencies: Use lexical and contextual clues in understanding
unfamiliar words and expressions.
Differentiate reality from fantasy based on a material
viewed/ read.

iPlan No.2 : Reading : The Duration and Time: 60

Fisherwoman & the Fish minutes/ 1 hour
VD: Getting meaning
through context
clues
Key Dreaming about big things is not wrong but be cautious
Understanding in flattery words.
to be A fantasy is the product of the imagination while
developed reality is actual existence, actual fact
Learning Knowledg Identify meanings of words
Objectives: e
Skills Construct reality statements and fantasy
statements
Attitudes Be cautious of what others say
Resources Grade7 K to 12 English Curriculum Guide, photocopies,
Needed markers, meta strips, pictures, Learning Effective
English Book 1 pp. 7-8
Elements of the Methodology
Plan
Preparation Motivation Fishing is catching fish. It
/Introductory can be a sport, an industry
-How will I Activity or occupation of catching
make the (5 mins) fish.
learners ready? This part Ask:
-How do I introduces the 1. Who among you here
prepare the lesson content. It have gone fishing?
learners for the is serves as a 2. Show pictures of a
new lesson? warm-up activity young girl fishing in the
(Motivation/Focus to give the river.
ing/Establishing learners zest for 3. What is the
Mind-set/ Setting the incoming importance of fishing?
the Mood/ lesson and an idea Show pictures of people
Quieting/ about what it to eating fish, fish factories,
Creating follow. One etc.
Interest/Building principle in 4. Let students pick out
Background learning is that the meaning of words
Experience/ learning occurs through context clues.
Activating Prior when it is 1.The lass with her
Knowledge/Apper conducted in a small hands tried to
ception/Review/D pleasurable and catch the fish.
rill comfortable a. young boy
- How will I atmosphere. b. young girl
connect my c. fisherman
new lesson d. fisherwoman
with the past
lesson? 2.The fish liked to slide
through a labyrinth.
a. complicated
passage
b. dirty passage
c. deep passage
d. easy way

3. The young lass

looked at herself in the
limpid water.
a. dirty
b. muddy
c. clear
d. smelly

Presentation Activity /
- How will I Activities Reading part: Call 2
present the (10 mins) students for dramatic reading
new lesson? This is an of the story while the rest
- What interaction of the class listen and
materials will I strategy to elicit read along silently.
use? learners prior Discussion:
- What learning Ask
generalization/ experience. It What did the little fish
through serves as a dream about in the
concept/ springboard for beginning?
conclusion/ new learning. It ( The fish dreamed that
abstraction illustrates the he will be given a little
should the principle that moss and many small
learners arrive learning starts stones to run over, to
at? where the learners slide through as in a
(Showing/Demon are. Carefully labyrinth.)
strating/Engaging structured
/Doing/Experienci activities such as Who led the fish to
ng/ individual or group dream about big things?
Exploring/Observi reflective (The lass led the fish to
ng-Role Playing, exercises, group dream about big things.)
dyads, discussion, self or
dramatizing/ group assessment,
brainstorming/re dyadic or triadic
acting/inter- interactions,
acting- puzzles,
articulating simulations or
observations, role-play,
finding cybernetics
conclusions, exercise, gallery
generalizations, walk and the like
abstraction may be created.
Giving Clear instructions
suggestions, should be
reactions, considered in this
solutions, part of the lesson.
recommendation
s)
Analysis (10 Ask:
mins) What do you call the
Essential statement which is the
questions are product of imagination
included to serve like the answer of the
as a guide for the first question?
teacher in (Fantasy)
clarifying key What do you call the
understanding statement in actual
about the topic at existence like the
hand. Critical answer of the
points are second question?
organized to (Reality)
structure the
discussions
allowing the
learners to Can the lass get fish
maximize from the river? Can you
interactions and get fish from the river
sharing of ideas too?
and opinions Can a fish dream or
about expected talk?
issues. Affective
questions are
included to elicit
the feelings of the
learners about the
activity or the
topic. The last
questions or points
taken should lead
the learners to
understand the
new concepts or
skills that are to
be presented in
 the next part of
the lesson.
Abstraction (20 Ask
mins)
This outlines the What is reality?
key concepts, What is fantasy?
important skills What is the difference
and should be between the two?
enhanced, and the
proper attitude If you were the fish,
that should be would you believe what
emphasized. This the lass said?
is organized as a
lecturette that
summarizes the
learning
emphasized from
the activity,
analysis and new
inputs in this part
of the lesson.
Practice Application (15
-What practice mins) Construct two reality
exercises/ This part is statements and two fantasy
application structured to statements.
activities will I ensure the
give to the commitment of
learners? the learners to do
something to
apply their new
learning in their
own environment.
Asse Assessment Matrix
ssme Levels of What will I How will I How will I
nt Assessment assess? assess? score?
Knowledge
(Ref (What do we want
er to pupils to know?
DepE refers to the facts
d and information
Orde that the pupil
r No. acquires/evidences
73, of what they know)
s. Process or Skills
2012 (refers to skills or Construction of Paper and Rubrics
for pupils ability to two reality and pencil test: will be
the process and make two fantasy Write used for
exa sense of statements fantasy gauging.
mple information/ and reality
) content and critical statements
thinking) with
correct
grammar.
Understanding
(refers to big ideas
and
generalizations,
which may be
assessed using the
indicators of
understanding)
Products/Perform
ances
(Transfer of
Understanding)
(refer to real-life
application of
understanding as
evidenced by
pupils
performance of
authentic tasks)
Assi Reinforcing the
gnm days lesson
ent Enriching the
days lesson
Enhancing the
days lesson
Preparing for the What is speech?
new lesson What are the
basic factors of
delivering a
speech?

Edited by: Lutche Ruby L. Sumalinog (City of Naga)

Ida M. Ocao(Siquijor)

Attachment:

RUBRICS

5 pts statements constructed hit the target content and observe

correct grammar.
4 pts statements constructed hit the target content with less
grammatical error.
3 pts - statements constructed do not hit the target content but with
correct grammar.
2 pts statements constructed do not hit the target content and with
grammatical errors.

THE FISHERWOMAN AND THE FISH

Jose Rizal

Once upon a time, a very small fish which, very much satisfied with
the river in which it lived, asked God for nothing else but a little moss
and many small stones to run over, to slide through as in a labyrinth.
The fish didnt know what was fish-hook; it had never seen a net. For so
small and unknown was the river in the heart of the mountain.

It happened once that a young lass went to dress and to look at

herself in the limpid water of the river. The lass saw the fish and wished
to have it. She went down to the water, and with her small and pretty
hands, tried to catch it.

Come, she said, you re pretty and small; put yourself under my
protection, and Ill show you things youve never seen before. Come to
my home, I have kitchen pots, plates, cups, forks, knives, and in the
hearth there burns a very beautiful fire. There, youll never get cold.

I dont understand you, said the fish. Of what good care are all
those things that you speak of? Is it something like a stone covered
with moss or like the fine and comfortable than all of that.

That I need? asked the fish.

Why, I believe so. Youll be charming and ravishing when first I put
you in a shiny, brilliant, even more than your scales.

And afterwards?

Youll have fire underneath.

Whats fire?

Its very difficult to describe; it would be better to feel it. Look. You
see the sun? its the piece of the sun.

Oh, it must be lovely, said the fish, fluttering with joy.

And afterwards?

Afterwards, Ill put you on a plate

 Whats a plate?

A platea plate, its like a moon, as big as the moon, but with
flowers, with birds painted on it.

Edited