Instructional Plan in English 7

Name of Teacher CRISTITA S. MAITIM Grade: 7

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 Fisherwoman & the Fish Duration and Time: 60 minutes/ 1
VD: Getting meaning through context hour
clues
Key Understanding Dreaming about big things is not wrong but be cautious in flattery
to be developed words.
A fantasy is the product of the imagination while reality is actual
existence, actual fact
Learning Knowledge Identify meanings of words
Objectives: Skills Construct reality statements and fantasy statements
Attitudes Be cautious of what others say
Resources Needed Grade7 K to 12 English Curriculum Guide, photocopies, markers, meta
strips, pictures, Learning Effective English Book 1 pp. 7-8
Elements of the Plan Methodology
Preparation Motivation Fishing is catching fish. It can be a
/Introductory Activity sport, an industry or occupation
-How will I make the (5 mins) of catching fish.
learners ready? This part introduces Ask:
-How do I prepare the lesson content. It is 1. Who among you here have
the learners for the serves as a warm-up gone fishing?
new lesson? activity to give the 2. Show pictures of a young girl
(Motivation/Focusing learners zest for the fishing in the river.
/Establishing Mind- incoming lesson and an 3. What is the importance of
set/ Setting the idea about what it to fishing? Show pictures of
Mood/ Quieting/ follow. One principle in people eating fish, fish
Creating learning is that learning factories, etc.
Interest/Building occurs when it is 4. Let students pick out the
Background conducted in a meaning of words through
Experience/ pleasurable and context clues.
Activating Prior comfortable 1.The lass with her small hands
Knowledge/Appercep atmosphere. tried to catch the fish.
tion/Review/Drill a. young boy
- How will I connect b. young girl
my new lesson with c. fisherman
the past lesson? d. fisherwoman

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 / Activities

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