Notre Dame of Jaro, Inc.

Learning Guide
ENGLISH 7

Unit 1: The Period of Ancient Literature

QUARTER: First Quarter

STAGE 1: DESIRED RESULTS

CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates understanding of: pre-colonial The learner transfers learning by: showing
Philippine literature as a means of connecting to the past; appreciation for the literature of the past through
various reading styles; ways of determining word meaning; composing and delivering a speech using prosodic
the sounds of English and the prosodic features of speech; features of speech effectively in various situation and
and correct subject-verb agreement. producing the English sounds correctly based on the
following criteria: Delivery, Clarity, Technique,
Audience Contact.
ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS
The students will be able to understand that …
 ancient literature plays a significant role in  Why study ancient literature?
charting a person’s life or a nation’s development.
 the means of connecting to the past is affected by  How is the means of connecting to the past
communication skills to effectively convey the affected to effectively convey the message to
message to the audience. the audience?
1. Formatted: No Spacing, Left, No bullets or
numbering, Position: Horizontal: Left, Relative to:
Margin, Vertical: 2.34", Relative to: Page, Horizontal:
STAGE II: ASSESSMENT EVIDENCE
PERFORMANCE TASK
GOAL To deliver a self-composed speech about appreciating the literature of the past
ROLE Speaker
AUDIENCE Selected delegates from different regions of the Philippines
SITUATION A summit among different regions of the Philippines is held to share and show their
appreciation for the pre-colonial literature of each region. As one of the delegates attending
the summit, you are tasked to compose and deliver a speech of how you appreciate your
region’s early literature.
.
PERFORMANCE A speech that will showcase how one appreciates his/her early literature
STANDARD AND The students will be graded through the following criteria:
CRITERIA CRITERIA
Technique
Clarity
Delivery
Audience Contact

STAGE III: LEARNING PLAN

LESSON 1 Tracing Our Ancestral Roots
ESTABLISHED GOAL: 1. Differentiate between a legend and a myth.
2. Define what a subject and a predicate are.
3. Explain what a compound subject and a compound predicate are.
4. Differentiate between a sentence and sentence fragment.
5. Write a myth.
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
The students will know: The students will be able to:
1. the difference between a legend and a myth.
 2. the various ways to interpret a character. 1. answer comprehension questions
3. the meaning of words using context clues. substantially.
4. the use of intonation and pitch. 2. interpret a character.
5. how to listen to get the message of the story. 3. use context clues.
6. the difference between a sentence and a 4. use intonation and pitch correctly.
sentence fragment. 5. process rapid speech.
7. what a subject and a predicate are. 6. restate a commentary.
8. how to write a myth. 7. differentiate the sentence from the sentence
fragment.
8. write a myth.
AFFECTIVE SKILLS
The students will understand that: The students will be able to:
1. early Philippine narratives reflect our ancestors’ 1. share their insights as to how they appreciate
efforts to explain the origin of things and show the the early Philippine literature.
culture and beliefs of their society.
2. interpreting character traits helps one understand 2. interpret a character.
why other people behave the way they do.
3. literature embodies the Filipinos rich cultural 3. explain how literature embodies the Filipinos
heritage, foreign influences, inherent customs rich cultural heritage, foreign influences,
beliefs and traditions that have shaped our past inherent customs beliefs and traditions that
and shall form part our future. have shaped our past and shall form part our
4. oral retelling is also an effective way to pass on a future.
story from generation to generation. 4. restate a commentary.
5. listening well helps one process rapid speech. 5. listen to a statement and deduce the
6. thoughts written in complete sentences make message.
speech or writing clear. 6. construct complete sentences.

LEARNING ACTIVITIES
Day 1
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson.
2. The teacher will prompt the students with the following questions:
 What can we learn about our ancestors from this story?
 Why did our ancestors pass on these stories anyway?
3. The students will be divided into three groups and will read the story How the World Began, Retold; each
one will focus on a particular character of the story. Then, let each discuss in the group the characteristics,
the role of the assigned character, and how each contributes to the development of the plot.
4. The teacher will ask the students what this narrative tells them about our ancestors, their society, and their
beliefs where they will justify their inferences and conclusions with details from the story.

Day 2
FIRM – UP
5. The teacher will pose this question to the class:
 What makes an oral retelling of a story effective? How does one retell a story and make it memorable?
6. Then, the teacher will let the students understand that in retelling a story, using intonation and pitch correctly
helps readers understand clearly what the speaker relates.
7. The teacher will explain that our ancestors initially passed on their myths and legends not through writing
but through oral retelling. Thus, it helps the reader understand clearly what the speaker says.
8. The teacher will introduce the concept of pitch. Then, give examples. Afterwards, the students will plot the
intonation lines in the sentences and will read the sentences.
Days 3 and 4
DEEPEN
9. The students will be reminded that their final task for their lesson is to make a myth.
10. The teacher will ask the students this question:
 What happens if we read a myth or story whose thoughts are not finished? Or engage in a conversation
with people whose thoughts are not understandable?
11. The teacher will make the students realize that if the thoughts are not finished or not understandable it will
result to miscommunication.
12. The teacher will segue to the importance of writing complete sentences, with a clear subject and predicate.
13. The students will study groups of words and make them note those that convey complete thoughts and
those that don’t.
 14. The students will also study some sentences and point out the complete subject and complete predicate of
each sentence.
Day 5
TRANSFER
15. The teacher will ask the students to write a myth that will explain a natural phenomenon like the origin of
their hometown or any place, a plant, a flower, an animal, an insect, a shape, a color. The students will be
graded by the following criteria: theme, organization, supporting details and conventions.

LESSON 2 Encountering and Becoming Heroes

ESTABLISHED GOAL: 1. Define and discuss what epics are and their importance to humanity.
2. Interpret a character.
3. Identify conflict and suspense.
4. Identify a topic’s Dewey Decimal Classification number.
5. Classify and write sentences according to purpose and structure.
6. Write a script for a dramatic presentation.
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
The students will know: The students will be able to:
1. what embodies epics and their importance to 1. define and discuss what epics are and their
humanity. importance to humanity.
2. how to interpret a character. 2. Interpret a character.
3. conflict is an essential element of epic. 3. identify conflict and suspense.
4. how to interpret the Dewey Decimal System. 4. identify a topic’s Dewey Decimal
5. the classification of sentences according to Classification number.
purpose and structure. 5. classify and write sentences according to
6. the steps in writing a script. purpose and structure.
6. write a script for a dramatic presentation.
LEARNING ACTIVITIES
Day 1
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson.
2. The teacher will ask the students to recall/tell stories about the early Filipino people. The teacher will also
ask what are the stories about.
3. After discussing their answers, the teacher will pose this question:
 What imaginary stories about Filipino bravery do you know? What do you notice about the themes of
these stories?
Days 2 and 3
FIRM – UP
4. The teacher will introduce the literary text.
5. The students will read the Maranao epic, Indarapatra and Sulayman.
6. After reading the story, the teacher will ask the students of what they learned about ancient practices and
people from the story.
7. With a partner, the students will discuss how they interpret the characters in the story.
8. The teacher will lead the students to realize that as in real life, the qualities of a story character become
known to the readers through the character’s actions, dialogs, author’s descriptions and other character’s
feelings about them.
9. The teacher will ask the students to read another epic titled, Ibalon and they are to identify the conflict and
suspense of the epic.
10. After answering, the students will help students realize that epics reveal conflict that may have coincidence
to real life on the whole.
Day 4
DEEPEN
11. The teacher will ask the students this question:
 How do we ensure writing a clear and interesting paragraph?
12. The teacher will remind the students that since they have to write a script for a drama presentation, they
must make sure that their writing is clear and interesting.
13. The teacher will introduce the idea of varying sentence structure to make their writing interesting and
memorable.
14. The students will read a selection and have them name the kinds of sentences and note their
characteristics.
Day 5
 TRANSFER
15. The students will be divided into five groups and they have to transform an epic that they have chosen into
a script form. They will be graded by the following criteria: Characters, Organization, Creativity, Setting,
Dialog, Problem/Conflict, Solution/Resolution, Spelling and Punctuation.

Prepared by:

CHRISTINE ANNE S. MATA

Grade 7 English Teacher

Noted by:

MRS. ELVIRA IDANO

Academic Coordinator

Approved by:

SR. ALEJANDRA VILLAROSA

Directress Principal