Columban College, Inc.

Basic Education Department-Asinan

Olongapo City

Teacher: Mr. John Den Saul Ladrillono Dalan Lesson: Lesson 1: Electing Class Officers
Subject/ Grade Level: English 7 Quarter: Quarter 1
Unit Topic: Philippine Oral Lore Session:

The learner demonstrates understanding of: pre-colonial Philippine literature

Content Standard 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 transfers learning by: showing appreciation for the literature of the
past; comprehending texts using appropriate reading styles; participating in
Performance Standard 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.
Learning Competencies  Extract information from the text listened to
 Recognize prosodic features
 Distinguish between slang and colloquial expressions in conversations
 Explain the predominance of colloquial and idiomatic expressions in oral
communication.
 Use appropriate verbal and nonverbal cues when developing, maintaining
, and ending conversations and dialogues
 Employ turn-taking, turn-giving, and topic control strategies in
conversations and dialogues.
 Read intensively to find answers to specific information.
 Scan for specific information
 Skim for major ideas using headings as guide
 Identify the genre of material viewed
 Determine the truthfulness and accuracy of a material viewed
Learning Targets  I can develop effective study habits
 I can take down notes effectively
 I can extract information from the text listened to
 I can recognize prosodic features
 I can distinguish between slang and colloquial expressions in
conversations
 I can explain the predominance of colloquial and idiomatic expressions in
oral communication.
 I can use appropriate verbal and nonverbal cues when developing,
maintaining , and ending conversations and dialogues
 I can employ turn-taking, turn-giving, and topic control strategies in
conversations and dialogues.
 I can read intensively to find answers to specific information.
 I can scan for specific information
 I can skim for major ideas using headings as guide
 I can identify the genre of material viewed
 I can determine the truthfulness and accuracy of a material viewed
 EXPLORE

Introduction and Focus Questions

Introduce the Essential Questions (EQs) for Unit 1. Underscore the importance of these
questions as a glimpse of what to expect from each lesson under this unit. Also, explain that these
will help unravel the messages intended by the authors to navigate life from the classroom to the
real word.
EQ1: How can English as a second language bridge differences in culture, belief, etc. and
connect people around the world?
EQ2: How can cultural identity influence people’s perception toward another’s individuality?
EQ3: What makes proverbs timely and universal?
EQ4: How is Philippine Literature a reflection of those who we are as Filipinos then, now,

 Explain what is expected of them: to introduce themselves to the class in a span of two minutes. Model proper
ways on doing it by following the steps and guidelines on Exercise 8 (refer to the page 10 of the worktext).
Tell these to the class to prepare them for their introduction.
 Present and discuss the rubric to assess their individual presentations. Remind students to pay attention to
the information their classmate will impart about themselves.
 Allot time for students brainstorm on executing the task and writing the scripts.

FIRM-UP

ACTIVITY 1: INTRODUCE YOURSELF!

 On the upper right hand corner of the board, post the rubric for exercise 8 (please refer to page 11 of the
worktext). Ask the students to write the following in ½ pad paper cut crosswise.

Name: ___________________________________________________ Date: __________________

Section: _____________________________
Scoring Rubric

Descriptor Weight Total

Completeness of Information x4 /16
Pronunciation, Use of Volume, and Projection x4 /16
Organization of ideas x2 /8
Total: /40

PROCESS QUESTIONS:
1. How did you find the activity?
2. Were you able to express yourself well?
3. What key points do you think were your strengths and/or weaknesses?

PREASSESSMENT ACTIVITY

As a PREASSESSMENT ACTIVITY let students identify what types of learner they are. Provide processing time
to explain what each type of learner is like.
ACTIVITY 2: THINK-PAIR-SHARE
 QUESTIONS:
1. What are your study habits?
2. What type of learner are you as based on the results? Do you agree with it? Why or why not?

EXERCISE 2: Direction: Rate yourselves in terms of your use of the given study habits. Write YES or NO
depending on whether it applies to you or not. (page 3)

EXERCISE 1: Direction: Write on the lines the things that you promise to do to succeed in high school. If the
space is not enough, you may right in your notebook. (page 3)

Activity 3: MAKE A SYMBOL

Direction: In a short bond paper a symbol that represent you as a learner, and provide a short description for it.

Activity 4: VIDEO VIEWING

Questions:
1. What is the video about?
2. According to the video, is binge watching bad for you? Cite some reason stated in the video.
3. What is myopia?

Activity 5: THINK-PAIR-SHARE: Direction: Cut out a three-to five paragraph news article from a broadsheet.
Read it and take-note of the important information by answering the following questions:
1. Who were involved?
2. What happened?
3. When and where did it happen?
4. What are the other details?

Exercise 4: POST-READING ACTIVITY

Direction: Your teacher will read some paragraphs about the Philippines. Listen carefully. In the second reading,
fill in the blanks to complete the sentences.

Activity 6: SHOW AND TELL

 Divide the class into two groups. Call on two the two groups alternately with one student from one group
showing an insight about note-taking and one student from the other group showing learning about listening
for specific information.
 Elicit insight and ideas by raising the following questions:
1. What is good English?
2. In your opinion, is it essential to speak good English?
3. What do you think are the benefit of speaking good English?
 Revert to EQ1: How can English as a language bridge differences in culture, beliefs, etc. and connect people
around the world?

Exercise 5: Direction: Form a triad with your classmates and list the words that you find difficult to pronounce.
Help each other find the proper pronunciation of these words. Then, write a sentence using each of the words you
have listed. Lastly, try to put the sentences together in one meaningful paragraph.

Activity 7: READ IT!

 Let the choose one statement from Dalai Lama’s “Good Karma”.

PROCESS QUESTION
1. How does a person’s voice quality and characteristic affect a message?

Exercise 8: Direction: Watch the video that your teacher will recommend. Listen closely to the speaker. Then, jot
down at least three important ideas that the speaker emphasized. Share these ideas with a classmate. Listen to
him/her as he/ she also shares the ideas that he/ she took note of.

 Afterward, process students’ insight on EQ1 and guide them to form answers similar to EU1: English being
the universal language will bridge gaps in communication and understanding among people.

Activity 9: ARRANGE THE WORDS

PROCESS QUESTION:
1. How can colloquial language be a channel to preserve traditional Philippine oral lore?

Exercise 7
A: Direction: Write the complete expression of these colloquial terms on the lines.
B. Direction: Look up the meaning of each slang expression. Then think of a situation in which you can use the
said expression. Role play with a partner the situation that you have agreed on.

Activity 10: WHO’S ACCENT IT IS?

 The students will pick out a strip of paper in a bowl or box wherein a foreign language or dialect is written for
them to mimic with proper accent.

Exercise 9: Direction: Recall your experience of talking with a person or people who had a different accent. If
you have never experienced it, surf the Internet for a video or audio clips of people talking with different accents.
Then, answer the following questions on a sheet of paper.

Activity 11: PICTURE GALLERY

Activity 12: DECODE SYMBOLS

Exercise 10: Direction: Using what you have learned from the story “Electing Class Officers” and the terms in
the previous activity, conduct a mock election in class.

PROCESS QUESTION:
1. Were you able to use these reading techniques when you read the text?
2. Do you consider them helpful?

Activity 13: COMPARE AND CONTRAST

Exercise 11 Direction: Answer the following questions

Exercise 12 A: Direction: Skim the paragraphs below and answer the questions that follow.

Exercise 12 B: COMPREHENSION RESPONSE: Direction: Answer the following questions with your seatmate.
Discuss and share your answers with each other.

Exercise 13: Direction: Below are situations when you need to do in-depth reading. Add three more instances
that require close reading.

Activity 14: WATCH IT OUT!

Activity 15: GRAPHIC ORGANIZER ( Use any graphic organizer with kep points on how each genre is distinct
from the others)

Exercise 14: Direction: Identity the genre being described by the statements below. Write your answers on the
line.

Exercise 15: Direction: Choose two genres and download a two-to-three minute video for each. Share these
videos with the class and say why you like the genres that you chose.

Exercise 16: Evaluate the truthfulness and accuracy of the material viewed. Talk your assessment to your
teacher.

DEEPEN

Activity 1: WHAT I REALIZED?

 Complete the graphic organizer below about the realization about How English language bridge differences in
culture, belief, and how it connect around the world.

English
Langauge

 After comparing answers with your classmates, were you able to determine what your similar discoveries
were or you learned also from their answers. In the box below compose a paragraph connecting all ideas in
your graphic organizer; you may also include concepts shared by your classmates.
Activity 2: C-E-R

o Read the texts by visiting the links below. Make a CLAIM, support your CLAIM with EVIDENCES taken from
the texts then give your REASON for your claim. Fill out the table below.

EQ Text 1 Text 2 Text 3 Text 4

How can English

as a second
language bridge
differences in
culture, belief,
etc. and connect
people around
the world?

EU Common Ideas in Reasons:

TRANFER