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Siena College Q. C.Del Monte Avenue Quezon City

Integrated Basic Education Department

Chapter Plan

Chapter Plan no:02

Topic: Expressing who we are:

The Sentence

Review of the Parts of the

Sentence

Sentence Fragments

Kinds of Sentences

according to function

The Prowess of Aliguyon

Subject Area: ENGLISH 7

Big Idea: Tactfulness in

Communication

Year Level: GRADE 7

7-Excellence7-Love of God

7-Unity

7-Love for the Eucharist7-Faith (BHS)

Allocated Time: 8 Meetings Designer/s: Mr. Jayson D. Zabala

Ms. Mirasol L. Lastimoza

Interdisciplinary Integration:

Social Studies early Philippine Culture (Pre-Colonial Period)

Filipino Sentences and Sentence Structure

MAPEH Physical Strength and Wellness

Graduate Attributes:AD 1.1. Effective Communicator

1.1.1. Speaks and writes in English and Filipino proficiently.

1.1.2. Demonstrates Comprehension in Reading.

1.1.4. Observes courtesy, tactfulness, and truthfulness when

communicating with others.

1.1.9. Clearly articulates his/her stand concerning issues.

AD 1.3. Creative Learner

1.3.2. Draws significant inferences from knowledge learned.

AD 1.5. Visual Learner1.5.1. Illustrates abstract ideas in different forms.

AD 1.7. People Smart

1.7.1. Communicates and interacts effectively with others.

1.7.3. Respects the feelings and viewpoints of others.

AD 1.8. Self-Smart

1.8.5. Means what he/she says.

1.8.6. Expresses his/her thoughts and ideas with confidence.

AD 1.9. Life-long learner1.9.2. Demonstrates skills in conducting research.

SD 5. The Proud Global Pinoy

5.1. Speaks and Promotes Filipino History and Culture.

5.2. Shows respect for different ethnic groups.

5.14. Respect for different cultures, ideologies, and religious beliefs.

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Stage 1.0 Desired Results

Established Goals: (K to 12 Basic Education Curriculum, DepEd) G

OL 1f: Observe the right phrasing and pacing when reading texts or passagesaloud or participating in conversations.

OL 2d: Express agreement or disagreement with ideas presented in a selection.

OL 3a: Express needs, opinions, feelings, and attitudes in explicit but polite ways.

VD 1c: Determine words or expressions in a selection that have time (temporal) or

place (locative) relations.

WC 1e: Recognize the parts of a simple paragraph based on writing purpose.

WC 1f: Follow steps in crafting a simple paragraph of five to seven sentences.

GS 1d: Formulate correct simple sentences.

AT 1: Ask sensible questions on his or her own initiative.

AT 2: Express a different opinion without being difficult.

SS1d: Use the special collections in the library such as archives, vertical files,and electronic databases to locate information.

Essential Questions: Q

Why is there a need for us to

communicate?

How do we communicate and express

ideas?

When do we consider somethingcompleted?

What defines the function of something?

What is genuine power?

Is conflict evitable?

Topical Questions:

Who are the main characters in the storypresented?

When did the story take place?Where do you think the story took place?

What were some important events in the

story?What do you think is the purpose of the

Early Filipinos in telling these stories?

Enduring Understanding: UStudents will understand that

Humans communicate to bridge

gaps and bring messages across;there should be a genuine intention

on both parties to send and receive a

particular message geared towards

creating harmony within thecommunity, hence, communication

was maximized to delegate the

functions of humans within asociety;

Communication is a means of

survival; without communicationhumans would not have been able

to survive;

A feeling of completeness is onlyachieved when a persons goals in

that particular task are met;

Genuine power is gained through

the careful use of skills for the

common good; it is not only

through brute force that genuinepower is obtained but also through

the use of peaceful and diplomatic

ways;

Conflict is inevitable but resolvable.

It is only human for us to arrive atmisunderstandings but through an

eager desire to reconcile

differences, peace can be achieved.

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Knowledge: KStudents will know

Parts of a sentence;

Subject and Predicate;

Sentence Fragments; Kinds of Sentences according to

Function

Information from The Prowess of

Aliguyon (F. Landa Jocano)

Skills: SStudents will be able to do

Write sentences following the

patterns:

Simple Subject - Simple Predicate

Compound Subject - Simple Predicate

Simple Subject - Compound Predicate

Compound Subject -Compound Predicate

Distinguish sentences according to

function;

Distinguish Sentences from

Sentence Fragments.

Stage 2.0 Assessment Evidence

Performance Task/Transfer: (Carried over from Chapter 1) T

TEATRO PITO

The Repertoire Philippines, a famous theater company here in the country, is

staging an adaptation of Philippine Folktales and legends for the current theater season.These folktales, are however, available only in a narrative format from their original

sources.

The company, then, must be able to make an appropriate script the essence of thenarratives, but the senior scriptwriters added the twist of including social issues and

social commentaries within the dialogues. Without sacrificing the important informationsuch as the main events, the company must be able to deliver the message through actorswho possess the proper emotions, gestures, and skills to be able to give conviction to

these stories.

The Department of Education has pledged full support for this undertaking and

has sent a memorandum to all public and private schools to encourage Grade 7 students

to watch the theatrical adaptation of the story: Why do Women Wash the Dishes? (Bakit

ang mga babae ang naghuhugas ng mga Pinggan?), the folktale adopted for the play.

It is expected that the members of Repertoire Philippines exhibit proper gestures,

facial expressions and mastery of the dialogues between characters to be able to make thisproject a success. The presentation is also to be videoed and subtitled in English for

future reference as well as for ease of viewing for Foreigners.

Other Evidences: OE

Group Task 1: From the News! (Part I)

Students are grouped according to

their respective Responsible Teams and are

asked to go to the library to scan

current/back issues of newspapers andmagazines to look for 20 sentences which

follows the four patterns of Subject-

Predicate Construction. Each RT issupposed to look for 5 sentences each for

the following:





Group Task 2: Formulate your own

sentences

Students go to their respective

responsible teams to compose as many

grammatically correct sentences as they canfollowing the discussion on the Subject-

Predicate sentence construction. They

formulate sentences based on the followingpatterns:





The students are given thirty (30)

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The first student to correctly fill a

row of 5 squares across, down, ordiagonally is the winner. However, most

students will want to continue to play and

since the goal is to practice writing

declarative sentences, the game isnt overuntil all squares are filled.

Simon Says

The familiar children's game of

"Simon Says" is a natural candidate for

adaptation for use in the English classroom.Instead of mimicking actions, however,

students respond to verbal instructions --

for example: "Simon says: Put your handon your head." It functions well strictly as a

listening and comprehension exercise either

with the teacher or selected students givinginstructions. It's a good way to teach

vocabulary related to the body, and may

turn quite raucous as more creative studentsthink of ways to contort the bodies of their

classmates into improbable shapes.

The Wham! Game

Fit one of the cans with a sheet of

colored paper, tape to secure, and write the

word WHAM! on it. On the othercolored sheet write as many interjections as

you can think of. Then cut the words into

strips. Place the strips in the WHAM!can.

Wrap the other can in white paper

and title it Sentence Types. On the othersheet of white paper write a mix of

declarative, imperative, and interrogative

sentences. Youll need about 15 sentences.Cut them into strips and place in the

sentence types can.

The Class is divided into two large

groups, team A and team B, and have themstand on opposite sides of the classroom.

The first member of each team comes to

the front of the room.

One student from team A draws apaper strip from the sentence types can,

reads the sentence out loud, and identifies itas either an imperative, declarative, or

interrogative sentence. If the answer is

incorrect, he or she must sit down and the

next student from team A draws a newsentence to identify.

The student from team B draws an

interjection from the WHAM! can. Heor she must use the interjection to

transform the sentence into an exclamatory

sentence. This is where it gets fun.

LEGEND: Facets of UnderstandingE Explanation P- PerspectiveI Interpretation S Self-KnowledgeA - Application

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Stage 3.0 Learning PlanLearning Activities: LA

Learning Plan 1

The Prowess of Aliguyon

Motivation

If Im a Superhero, I will be

Students reinvent themselves as superheroes, and as such, they are asked

to draw in a bond paper a self-portrait of them as a superhero, describing their

physical appearance and the superpowers they would like to have. They wouldthen be presenting these superheroes one by one.

Presentation

Reading of Selection

Students read the selection The Prowess of Aliguyon by F. LandaJocano and answer the Comprehension Response Questions indicated after thestory. They will use the think pair-share method to formulate good insights. A

discussion on the events of the story is to be made as the class answers the

comprehension response questions.

Development/Formative Assessment

Generalization

Conflict is inevitable but solvable.

Students are led to the concept that conflict is an unavoidable part of

human existence. Conflict arises from a variety of causes, whether it be fromsimple misunderstanding or premeditated plans of bringing someone or something

down. Conflicts can last as short as a few moments or as long as generations

would come and go.

But, we have to further understand that as conflict is inevitable, conflict

can also be solved. Conflict can be detrimental to building a harmonious afriendship or a relationship if it is kept as it is. A positive disposition and a desire

for peace can definitely solve conflicts before they get worse.

Assignment

Critical Discussion 1:

Do we need war to achieve peace?

Everyone shares his or her opinion regarding the question posted

by the teacher on the blackboard. Anyone can comment in support or inopposition to the comment of the previous speaker. Even the instructor

can commend or question the arguments or the reasons of the speakers.

Students capacity to reason out and identify ideas is exhibited in thisactivity.

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Learning Plan 2

Revisiting the Subject and the Predicate

Motivation

The students are shown pictures of things usually shown in pairs then theyexplain why such are shown in pairs.

Puto and Dinuguan, famous Filipino delicacies

Would the eating experience still be the same if either puto or

dinuguan was removed?

Adam and Eve

What would human life be if Adam or Eve did not exist?

Pork and Beans

Would the food still be delicious without either pork or beans?

One Direction

Would they still be able to create good music if one of them is

gone? What music could have they done if they werent complete?St. Dominic and St. Catherine

What is the relationship of Saint Dominic de Guzman to Saint

Catherine of Siena? How are they important to the Dominican Order?

A dictionary entry showing a word and its definition

Can a dictionary be still called a dictionary if it is only a set of

words arranged alphabetically?

In the end, students are expected to discern that the world runs ininterdependence among one another and someone cannot be totally separated

from another. The last picture shall be the springboard to the next stage.

Presentation

Students are shown the Presentation on Fragments (See Appendix).


Students identify the

Generalization

A Society with a Strong Literary Tradition has a Strong Culture;

The foundations of nationalism lie within a strong culture.

Students arrive at the concept that significant human experiences are the

foundations of a sound literary tradition; a strong literary tradition nourishes a strong

culture, and a strong culture promotes national identity which can eventually lead toprogress.

Learning Plans 2, 3 and 4

Pre-Hispanic Literature

Recall

Students recall the significance of Literature in the Society. They also reiterate the

relation of an established literary tradition in the formation of a strong culture which

leads to a sense of identity and nationalism, eventually resulting to a collective effort ofthe community towards progress and growth.

Presentation

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Students are shown a video about pre-Historic and Pre-Hispanic PhilippineLiterature and its kinds. They also copy notes from a transparency film prepared by the

teacher.

The teacher discusses the origins of Pre-Hispanic Literature: Primarily comingfrom the oral and written traditions of the first three civilizations that settled in the

Philippines: The Aeta, the Indonesians, and the Malay/Malayans. Students are shown thepictures of people from these three civilizations. The students distinguish the

characteristics of the Aeta, Indonesians and the Malay, based on their clothing, their style

of daily living, etc., and connect it to how their literature reflected the said descriptions.

The students also distinguish the characteristics of each kind of literature presented.

Development/ Formative Assessment

Assignment

Students should read p.35, The Cycle of the Sun and the Moon, from their

ECAS book.

Learning Plan 5 and 6

The Cycle of the Sun and the Moon

Motivation/Recall

Critical Discussion 2:What causes a shift in the literary traditions of people?

Students share their opinions about the Diaspora or displacementof tribes that settled in the Philippines once another, more powerful tribe

comes in the scene. The teacher previously discussed that as new settlers

come in, the previous settlers move to a higher place, (for example,when the Malay and the Indonesians came, the Aetas were driven from

the lowlands to the highlands) the literary tradition shifts as well.

Students point out particular characteristics of literary pieces with Aeta,

Indonesian and Malayan influences to prove or disprove comments.

Do you love me?

Students play the game Do you love me? First, they

arrange their chairs in a circular manner then they select an it whowill then approach another student to ask him or her the question Do

you love me? if the student asked said Yes, the whole class

reshuffles seats and finds a position that is different from his or herprevious location. If the student said No, then that student has to

specify qualities of people whom he or she loves (e.g. I love people

who have braces, I love people who have knee-high socks, etc.) thenonly these people will reshuffle seats. The selection of the next itwill depend on the person who will be denied a seat in the circle. After

an it has been identified, the cycle continues. The person who has

been selected as the it for the most number of times will be given aspecial dare next meeting.

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Presentation

Reading Activity and Seatwork.

Students read the selection The Cycle of the Sun and the Moon on Page

35 of the book English Communication Arts and Skills through Filipino

Literature. They also answer the Comprehension Response Questions on Page 37of the same book. The class then discusses the Comprehension Response

Questions as the teacher writes the students answers, especially on the particular

events that happened in the story.

Students come into the concept that literature like these, written or orally

shared during the Pre-Hispanic Period, were often considered by the people as

gospel truths and are taken in as facts since the people continually shared themfrom generation to generation. While we may chuckle a little at the sight of these

stories given that Science and scientific evidence has already disproven them, it

has still become part of our culture and literary tradition.


Throwback!

Students are asked regarding their parents if there are

times that they see their parents having misunderstandings or such. Theyshare their experiences regarding these. They are also asked if they saw

fellow classmates or friends or any other people in a relationship who are

experiencing or who experienced the same thing. The teacher then relatesit to the context of the current lesson. Lesson presentation follows

afterward.


Why do Filipinos believe in Supernatural Beings?Students share their insights and share particular instances where

Filipinos deeply believed in supernatural beings and where these beliefs were

disproven. The class forms a concept as to why Filipinos during the Pre-

Hispanic Period have regarded nature as a powerful force through the literaturethat involved the personification of natural forces as divine beings or even

deities.


Mang-gad and Binotong = Filipino Women?

Upon reading, students have found out that the Sun called the Moon

mang-gad (property) and binotong (slave). The Moon was badly hurt by

this, that is why she left the house.Students come to the realization that Filipino Women, and women in

general, across several cultures, have been reduced to mere properties or

slaves by men. Students react to this concept of the women as a lesser being,inferior to the men.

Students also relate the story with the current context: while in some

countries womens rights are still denied, the world is slowly accepting theconcept of gender equality. Students react to this slow yet steady development,

and take their sides whether they agree to it or not. They open their ideas for

the possibility of further discussion and comment. The teacher also inputs

his or her own insights to make the discussion colorful.

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following situations:

Ateneo vs. La Salle Rivalry in the hard court.

Miami and San Antonio Spurs fighting for the NBA championship.

The robber who stole your cellphone got caught but the cellphone was

already sold to another person. Lapu-Lapu and Magellan fighting in Mactan, Cebu.

Students identify the pattern that these rivalries or pairings have one thing

in common: they have differences which are, or which were, irreconcilable. These

differences have led to dangerous, if not fatal or deadly, outcomes. This conceptthen related to the context of the current lesson. Students are asked regarding their

experiences of having friends who in turn became their rivals or enemies and still

they have not reconciled with each other.

Presentation

Comprehension Response.

Students answer the Comprehension Response questions on page 71,

where they pair up and do the think-pair-share method of answering. The classthen discusses the major points of the story such as the place where the story

happened, the characters in the story, the major events of the story, etc. Students

form a character sketch of the Monkey and the Turtle, listing all their traits onseparate sides of the board.

Prelude to Theatrics Workshop: Paint me a Picture (Part II)

Students, grouped according to their respective Responsible Teams, act

out scenes from the story The Monkey and the Turtle through the production of

a diorama. Particular scenes, such as the following:

The Turtle ferrying the tree to the other side of the river where the

Monkey is waiting;

The Monkey on top of the Turtles banana tree and consuming

everything while the turtle prepares the thorny bushes around the tree.

The Monkey eating the Chili Peppers while the Turtle runs away.

The Monkey sitting on the coconut shell where the Turtle is hiding.

The Monkey dying due to the injuries he sustained when he hit hisbelly with a rock.

Students who exude the best emotions, facial expressions, bodily actions,

etc. will be awarded a point. The Responsible Team with the most number ofpoints wins the game and will be awarded a special prize.

The lesson is integrated with a primer on how to be able to act in the

theatric scene: the actors must be able to exude the proper facial expressions,bodily movements and emotions in order for them to be able to effectively deliver

the message of their lines or acts.

Generalization

Students are led to the concept that Pre-Hispanic Literature not only deals

with how Filipinos lived back then, but also teaches lessons on good morals

and right conduct.

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They were also treated as reference guides for good behavior and were

often told and retold to children across generations, so, the continuum follows that

in order for someone to live a virtuous life, he or she must be able to see throughthe message of the fables and other forms of pre-Hispanic literature and be able to

apply it in the real-life settings.

Assignment

Students are grouped according to pairs, and each pair is tasked to look fora dialogue which they could use for next meeting.

Summative Assessment

Students answer the summative assessment for Chapter 1. They are given

an entire period to answer the whole summative test.

Learning Plan 10 and 11*

Theatrics Workshop: The World of Theater

Learning Plan 12 and 13*

Script-writing Workshop: Getting ready

*Please see appendices for the lesson plans for Learning Plans 10-13. They will be

activities meant to enhance the learners awareness of theater, and these were

obtained online, recommended for teachers who would like to integrate Speechand Drama in their classroom instruction.

Resources (Websites, Software, etc)

Lapid, M. and Serrano, J. (2012).English Communication Arts and Skillsthrough Filipino Literature. Quezon City: Phoenix

Showalter, E. (2003). Teaching Literature. Victoria, Australia: Blackwell

Publishing.

Materials/Equipment needed:

Blackboard/Whiteboard

Chalk/Whiteboard marker

Props as needed

Teachers Reflection:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Prepared by: Checked by:

Mr. Jayson Donor Zabala Ms. Marilou O. Langao

Teacher English ATL

Noted by: Approved by:

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Mrs. Nida Cruz Sr. Angelita V. Codilla, O. P.

Coordinator for Academics IBED Principal

chapter plan 13-14 (1) (2)

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