IP Grade 7 Week 1

8/11/2019 IP Grade 7 Week 1

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Instructional Plan in English 7

INSTRUCTIONAL PLAN TEACHERS NOTESObjectives:

1. Express whether a statement is true or false based on what you know.

2. Recognize differences in voice levels and speech patterns.

3. Determine words or expressions in a selection that are similar or opposite.

4. Use information presented in an article to infer, to evaluate, and to express critical ideas.

5. Discuss the features of proverbs, their intended purpose, and the setting during which they were produced.6. Use appropriate volume and enunciation in a given communication situation.

7. Identify the unique features and properties of oral language.

8. Observe rules on subject-verb agreement (separate lesson)

9. Recognize the features and codes of the librarys information sources.A. Overview of Content and Objectives

Theme:Appreciating Myself

Sub-Theme: Valuing our elders Wisdom

Primary Selection: Selected Philippine Proverbs

Parallel Selection: Recorded Speech and Dialogue

17 June 2013 _ Monday

Task I. TRUE OR FALSE

Have the student express if the statements in Task

1 are true or false based on what they know;

Ask the students to find partner to exchangeideas;

Discuss the responses of the students;

Introduce the coverage of the lesson.

On a half-sheet of paper, write T if the statement is

true according to what you know and F if it is false.

Be ready to explain your answer with a partner.

_____ 1. Philippine literature existed even before

the Spaniards came.

_____ 2. Proverbs express the unending wisdom of

the old.

_____ 3. Proverbs communicate only traditional

beliefs and values.

_____ 4. The form of proverbs is chiefly poetic.

_____ 5. It is difficult to preserve proverbs.

Task 2. WHAT DID THEY SAY?

Have the students listen to three taped

descriptions of Philippine Folk Literature twice;

Ask students to make inferences about what was

listened to using the grid;

B. Assessment Plan

1.

Pre-AssessmentTRUE or FALSE (See Task 1, Your Initial Task)

2.

Post-Assessment

A GLORIOUS PAST (See Your Final Task)

C. Resources

1. Materials

Listening inputs

Writing implements

Copies of pair speaking-listening tasks

D. Activities

1.

INTRODUCTION

TRUE OR FALSE (See task 1 of Your Initial Task) WHAT DID THEY SAY? (See Task 2)

Have the students listen to 3 taped

descriptions of Philippine Folk

literature.

Ask students to make inferences

about what was listened to using the

grid.

Elicit student generalizations that

differences in voice levels and speech

patterns affect our understanding of

what we listen to.

SIMILAR OR OPPOSITE? (See task 3)

VISUAL THESAURUS

Explore their awareness of a

thesaurus as a helpful tool in learning

synonyms and antonyms

2. PRESENTATION

LOCATE, REFLECT, EVALUATE (See Task 1,


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Discovery Task)

Have the students accomplish their

task in pairs

Call on the students to prove the

correctness of their responses

CLASSIFYING PROVERBS (See task 2, Discovery

task)

Ask students to use Damian Eugenios

system to classify the proverbsDiscuss the students responses and

the meaning of proverbs

In cases of differing answers, explain

why proverbs may fall under one

category. This is an opportunity for

students to think aloud.

3. ENRICHMENT

LOUD AND CLEAR

Assign students into pairs. Each pair

should be given a set of different

passages the contents of should not

be divulged immediately.

Have each student read quietly

his/her assigned passage and

formulate three questions to ask

his/her partner after reading it aloud.

ORAL PRACTICE

Model THE proper oral reading of

each of the two passages.

Have the students practice

fundamentals of proper oral reading

4.

EXPANSION

TUNE IN: LISTENING TO DIALOGUE

Before the students listen, ask the

students about the important

consideration then listening to people

who are speaking

Instruct the students to take note of

the characteristics of the speakers

voice and their conversation.

Have the students listen to the taped

dialogue between an elderly man anda student about proverbs

PROCESSING THE DIALOGUE

Process the listening activity by

focusing on the following

a. Characteristics of the speakers

voice

b. Quality of the conversation

c. Students difficulties in listening

Complete the grid below as you listen to the

recording.

Recording Descriptions

of the Speaker's

Voice

Descriptions

of the Speaker's Message

1.

2.

3.

TASK 3. SIMILAR OR OPPOSITE?

Have the students accomplish the task;

Validate the responses of students by referring

them to how the words were used in the

selection;

In terms f meaning, a word may be synonymous (similar) or

antonymous (opposite) to another. Form the correct pairs

of synonyms and antonyms used in the selection.

compiled native ancestors gathered

comprehensive limited complex brief

elders simple lengthy indigenous

Synonyms Antonyms

Task 3.1 Practice Makes Perfect

Identify the following set of words as synonyms or

antonyms

_____1. Taskactivity

_____2. Strengthenweaken

_____3. Ideasconcepts

_____4. Virtueattitude_____5. Humorousdramatic


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to the elderly

Discuss with the students how their

experience of noting information

would be different if they were

reading a written material talking

about the topic of the conversation

they listened to

Summarize the features of oral

language EXAMINING THE PARAGRAPH

Have the students copy the short

paragraph. It contains sentence with

common errors in subject verb

agreement

Require students to study if the

sentences in the paragraph were

written correctly

CONTROLLED GRAMMAR PRACTICE

Have the students perform Task 4,

Discovery Task

EXTENDED GRAMMAR PRACTICE

5. SYNTHESIS

INSIGHTS SHARING

Ask each student to write on a

sheet of paper two ideas

a. Are proverbs just a thing of the

past?

b. Why should our proverbs be

preserved?

Have each student discuss his/her

ideas with a partner.

HOMEWORK

Explain the mechanics of Your Final

task

VISUAL THESAURUS (5 minutes)

Explore students awareness of a thesaurus as a

helpful tool in learning synonyms and antonyms.

Show the following visual thesaurus for the key

concept in their reading selection.

Ask for students awareness of the words in the

visual thesaurus.

I

AGREEMENT:

Know what is proverb and provide some examples by

interviewing your household.

18 June 2013 Tuesday

Checking of assignment

Reading of the Selection

Comprehension Check:

1. What are proverbs?

2. Give the six categories/classification of

proverbs according to Damiana L. Eugenio

3. How important proverbs during the early time?

4. Explain this: Proverbs aremeaningful rules of

righteous living.


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(June 19, 2013)

June 24, 2013

2.Task 1. LOCATE, REFLECT, AND EVALAUTE!

Have the students accomplish the task in pairs.

Call on students to prove the correctness of their

responses. Probe into students value judgments concerning

the issues they forward or imply.

_____ 1. Only a few people work on compiling folkliterature.

_____ 2. Proverbs and other forms of folk literaturewere introducedby the Spaniards.

_____ 3. Our ancestors proverbs served asguideposts for upright living.

_____ 4. All proverbs are poetic and figurative innature.

_____ 5. Proverbs may have geographical origins._____ 6. People react to the meaning of proverbsquite quickly.

_____ 7. Proverbs are more superior than otherliterary formsin expressing messages.

_____ 8. If proverbs can instruct, they can definitelyprescribe.

_____ 9. It is impossible to classify and categorizeour numerous proverbs._____ 10. Our proverbs reflect a lot of things about our

culture and identity.

Task 2. CLASSIFYING PROVERBS (20 minutes)(see LP. Pp. 7-8)

Ask students to use Damiana Eugenios system to

classify the proverbs.

Discuss the students responses and the meanings

of the proverbs.

In cases of differing answers, explain why proverbs

may fall under more than one category. This is an

opportunity for students to think aloud.

Use Damiana Eugenios system to classify thefollowing proverbs. Use the given codes.Gproverbs expressing a general attitude towards life andthe laws that govern lifeEethical proverbs recommending certain virtues andcondemning certain vicesVproverbs expressing a system of valuesTproverbs expressing general truths/observations about


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life and human natureHhumorous proverbsMmiscellaneous proverbs

____ 1. Matibay ang walis, palibhasa'y magkabigkis.A broom is sturdy because its strands are tightlybound.____ 2. Sa taong walang takot, walang mataas na bakod.To a fearless person, no fence is high enough.

____ 3. Kung ano ang puno, siya ang bunga.Whatever the tree, so is the fruit.

____ 4.Aanhin pa ang damo, kung patay na angkabayo. What good is the grass if the horse is

already dead.____ 5. Kung may isinuksok, may madudukot. If yousave, you have something to withdraw.

____ 6.Ang magalang na sagot, nakakapawi ngpagod.A respectful retort wipes away weariness.____ 7.Ang hindi marunong magmahal sa sarilingwika, daig pa ang

malangsang isda. He who does not love the nationalanguage is worse than a smellyfish.

____ 8.Ang mabigat ay gumagaan, kungpinagtutulungan.A heavy burden is lightened ifeveryone participates in carrying it.

____ 9.Ang buhay ay parang gulong, minsang nasaibabaw, minsang nasailalim. Life is like a wheel; sometimes you are ontop, sometimes you are inthe bottom.___ 10.Ang pili ng pili, natatapat sa bungi. One who is

choosy ends up with the least attractive choice.

June 25, 2013 - TuesdayTask 3. Tune in!Copy the table below on a half-sheet of paper. As youlisten twice to a short dialogue, write your observationsand notes under the appropriate columns.


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Deductive Presentation of Lesson

June 26, 2013

Rules on Subject and Verb Agreement

Basic Rule

The basic rule states that a singular subject takes asingular verb, while a plural subject takes a plural verb.

NOTE:The trick is in knowing whether the subject is

singular or plural. The next trick is recognizing asingular or plural verb.

Hint: Verbs do not form their plurals by adding an s asnouns do. In order to determine which verb is singular

and which one is plural, think of which verb you would

use with heorsheand which verb you would use with

they.

Example:talks, talk

Which one is the singular form?

Which word would you use with he?We say, "He talks." Therefore, talksis singular.

We say, "They talk." Therefore, talkis plural.

Rule 1

Two singular subjects connected by oror norrequire asingular verb.

Example:My aunt or my uncle is arriving by train today.

Rule 2

Two singular subjects connected by either/oror

neither/norrequire a singular verb as in Rule 1.

Examples:Neither Juan nor Carmen is available.

Either Kiana or Casey is helping today with stage

decorations.

Rule 3

WhenIis one of the two subjects connected by


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either/oror neither/nor, put it second and follow it

with the singular verb am.

Example:Neither she nor I am going to the festival.

Rule 4

When a singular subject is connected by oror norto aplural subject, put the plural subject last and use aplural verb.

Example:The serving bowl or the plates go on that shelf.

Rule 5

When a singular and plural subject are connected by

either/oror neither/nor, put the plural subject last and

use a plural verb.

Example:Neither Jenny nor the others are available.

Rule 6

As a general rule, use a plural verb with two or more

subjects when they are connected by and.

Example:A car and a bike are my means of transportation.

Rule 7

Sometimes the subject is separated from the verb bywords such as along with, as well as, besides, or not.

Ignore these expressions when determining whether to

use a singular or plural verb.

Examples:

The politician, along with the newsmen, is expectedshortly.

Excitement, as well as nervousness, is the cause of her

shaking.


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Rule 8

The pronouns each, everyone, every one, everybody,

anyone, anybody, someone,andsomebodyare singular

and require singular verbs. Do not be misled by whatfollows of.

Examples:

Each of the girls sings well.Every one of the cakes is gone.

NOTE:Everyoneis one word when it means

everybody.Every oneis two words when the meaningis each one.

Rule 9

With words that indicate portionspercent, fraction,

part, majority, some, all, none, remainder, and so forth

look at the noun in your ofphrase (object of thepreposition) to determine whether to use a singular or

plural verb. If the object of the preposition is singular,

use a singular verb. If the object of the preposition is

plural, use a plural verb.

Examples:Fifty percent of the pie has disappeared.

Pieis the object of the preposition of.

Fifty percent of the pies have disappeared.

Piesis the object of the preposition.

One-third of the city is unemployed.One-third of the people are unemployed.

NOTE:Hyphenate all spelled-out fractions.

All of the pie is gone.

All of the pies are gone.

Some of the pie is missing.

Some of the pies are missing.

None of the garbage was picked up.None of the sentences were punctuated correctly.

Of all her books, none have sold as well as the firstone.


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Rule 10

The expression the number is followed by a singularverb while the expression a numberis followed by a

plural verb.

Examples:

The number of people we need to hire is thirteen.A number of people have written in about this subject.

Rule 11

When eitherand neitherare subjects, they always take

singular verbs.

Examples:Neither of them is available to speak right now.

Either of us is capable of doing the job.

Rule 12

The words hereand therehave generally been labeledas adverbs even though they indicate place. In

sentences beginning with hereor there, the subject

follows the verb.

Examples:There are four hurdles to jump.

There is a high hurdle to jump.

Rule 13

Use a singular verb with sums of money or periods of

time.

Examples:

Ten dollars is a high price to pay.

Five years is the maximum sentence for that offense.

Rule 14

Sometimes the pronoun who, that, or whichis the

subject of a verb in the middle of the sentence. The

pronouns who, that, and whichbecome singular or

plural according to the noun directly in front of them.So, if that noun is singular, use a singular verb. If it is

plural, use a plural verb.


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Examples:Salma is the scientist who writes/write the reports.

The word in front of whoisscientist, which is singular.

Therefore, use the singular verb writes.He is one of the men who does/do the work.

The word in front of whois men, which is plural.

Therefore, use the plural verb do.

Rule 15

Collective nouns such as teamandstaffmay be eithersingular or plural depending on their use in the

sentence.

Examples:The staff is in a meeting.

Staffis acting as a unit here.

The staff are in disagreement about the findings.

The staffare acting as separate individuals in this

example.The sentence would read even better as:The staff members are in disagreement about the

findings.

Guide Practice:

Select the correct verb form to agree with the subject.1. There _________ nine peopleon the team.

are

isam

2. I____ fifteen years old.

are

is

am

3. He___ the fastest runner on the team.

are

is

am


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4. You____ to be home by five o'clock.

has

have

5. I___ a few dollars left.

have

has

6. They_____ a dog named "Spot".

have

has

7. She____ an appointment with her doctor.

have

has

8. We_____ paper and pencils, but no glue.

have

has

9. I____ home after school.

go

goes

10. Mark_____ to work at 6:00 am.

go

goes


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IP Grade 7 Week 1

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