GRADE 7 ENGLISH Writer: Mrs. Grace Annette B. Soriano ... · PDF fileTEACHER’S GUIDE FOR OHSP ONLINE MODULE GRADE 7 ENGLISH ... Quarter (G) Task Storybook and Oral ... 2nd syllable

1

TEACHER’S GUIDE FOR OHSP ONLINE MODULE

GRADE 7 ENGLISH

Writer: Mrs. Grace Annette B. Soriano

SECTION 1. GENERAL INSTRUCTIONAL DESIGN

QUARTER: FIRST

UNIT TOPIC(S): KNOWING MYSELF

MODULE MAP:

STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES

CONTENT STANDARD: The learner demonstrates understanding of how communicative

competence is best explored through the different domains of literacy enabling him/her to

analyze, do critical evaluation, and make critical choices to suit different purposes without

sacrificing socio-cultural values and attitude.

PERFORMANCE STANDARD: The learner shows sophistication on the power and effect of

communicative competence through creative, critical and confident and responsive interaction

employing varied types of strategies to suit to different audiences in formal and non-formal

situations.

2

(A) LEARNING COMPETENCIES:

Distinguish between oral and written modes of language use with emphasis on

their exclusive features and properties.

Use the right stress, intonation, phrasing, and pacing when reading short written

passages aloud and engaging in interpersonal communication.

Determine how stress, pitch, intonation, phrasing, pacing, and non-verbal cues

serve as carriers of meaning that may aid or interfere in the message of the text

listened to.

Use appropriate mechanisms/tools in the library for locating resources.

Engage in becoming familiar with, appreciative of, and critical towards the

backgrounds, features, and sample translated texts of Philippine folk literature

and other parallel selections.

Establish semantic relationships of words as well as familiar, colloquial, and

idiomatic expressions.

Formulate grammatically correct sentences.

(M) ENDURING UNDERSTANDING:

Philippine Folk Literature plays a role in the formation of our culture. Knowledge of folk

literature is important in acquiring a deeper understanding of human behavior and

culture.

Folk literature is expressed in various forms in order to serve different purposes and

audiences’ interests.

ESSENTIAL QUESTION: How can the wise sayings and tales of the past help us live

today?

(T) TRANSFER GOAL: Students on their own will be able to communicate ideas effectively

with careful consideration of audience and purpose.

NOTES:

1. The Unit Map. This unit covers the topic on Philippine Folk Literature. The module map

shows that learners will go on a reading and learning adventure which features the wise sayings

and tales of the ancient past vis-à-vis informational texts written by modern writers. This

learning unit is different from other units because its scope is limited to literary selections

categorized under the oral tradition of Philippine literature. This topic does not tackle folk

literature from other countries.

3

2. The Content Standard and Enduring Understanding. As indicated by the content standard,

the goal for this unit topic is for students to understand that:

Philippine Folk Literature plays a role in the formation of our culture. Knowledge

of folk literature is important in acquiring a deeper understanding of human

behavior and culture.

Folk literature is expressed in various forms in order to serve different purposes

and audiences’ interests.

The learners must understand that Philippine Folk Literature refers to the traditional oral

literature of the Filipinos. This oral tradition has been preserved into the written format and has

been the source of the examples of folk literature covered in this module.

This aspect of the unit topic is important to understand because some common problems students

encounter is the lack of representative texts coming from the different regions. Moreover, certain

studies and researches (http://www.slideshare.net/MichelleCelestino/pre-colonial-literature1-

copy-10198357) also point out a misconception that Philippine Literary History began only with

the coming of the Spaniards in1521. This has been addressed though through the efforts of

writers and researchers such as Damiana Eugenio who has produced anthologies of Folk

Literature in its written format. Thus, it is important that learners be given an opportunity to read

these early forms of literature in order for them to gain a better appreciation of the culture of the

past and use these realizations to live their modern lives.

3. The Essential Question and Learning Competencies. In order for students to construct this

underlying meaning, students will answer the EQ (How can the wise sayings and tales of the

past help us live today?). With an open-ended EQ, students will search for the answer in

different ways and develop the understanding and acquire the related competencies.

4. The Performance Standard and the Transfer Goal. Another important goal as indicated by

the performance standard is for students to on their own will be able to communicate ideas

effectively with careful consideration of audience and purpose. If students are able to

demonstrate this, then students are able to transfer their learning to real life situations. Example

of situations in real life where students will apply the competencies and demonstrate the

understanding is being able to communicate powerfully with different kinds of people, young or

old, through the art of storytelling.

http://www.slideshare.net/MichelleCelestino/pre-colonial-literature1-copy-10198357

http://www.slideshare.net/MichelleCelestino/pre-colonial-literature1-copy-10198357

4

STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH

VARIED ASSESSMENTS

A. UNIT ASSESSMENT MAP:

TYPE KNOWLEDGE

AND PROCESS/

SKILLS

(ACQUISITION)

UNDERSTANDING

(MEANING

MAKING)

TRANSFER

PRE-ASSESSMENT/

DIAGNOSTIC

Item Nos.

1,2,3,4,5,6,7,8

Item Nos. 9,10,

12,13, 15,17

Item Nos. 11, 14, 16,

18, 19, 20

INVENTORY OF

PHILIPPINE FOLK

LITERATURE

KWL CHART

(Lessons 1, 2 and 3)

FORMATIVE ASSESSMENT

LESSON 1 Brainy Battle

(Tagalog Riddles)

My Thinking Box

(Proverbs)

(NG)

Subject-Verb

Agreement Web

Links Interactive

Exercises (NG)

Pause. Think and

Write. on EQ

(NG)

Writeshop on Group

Poster

(NG)

LESSON 2 Activity 7

Word Power (NG)

Activity 14

Dewey Decimal

System (Interactive

Activity 5

Comparing Legends

and Myths (NG)

Activity 8

Language in Focus

Interactive Exercises

Activity 10

Writeshop

Group Narrative

(NG)

5

Exercises) (NG)

LESSON 3 Questions to answers

on Folk and Epic

tales (NG)

Interactive Exercises

on Colloquial

Expressions (NG)

Activity 3:

Deep Understanding

on Philippine Folk

Tales (NG)

Activity 11: Retelling

Circle (NG)

SUMMATIVE ASSESSMENT

LESSON 1 Web Link

Identifying simple

and compound

sentences (NG)

Riddles, Proverbs

and Subject-Verb

Agreement (G)

Quick Write Up

about Early Filipinos

(G)

Task

8” x 14” poster for

literacy month

(G)

LESSON 2 Activity 13 Speak

Easy (G)

Task

1-page Brochure

Inset (G)

LESSON 3 Interactive Quiz on:

Colloquial

Expressions (G)

Pronoun-Antecedent

Agreement (G)

Activity 9: Word

Cloud on Philippine

Folk Literature

A Lasting

Impression: Lesson

Closure for the

Quarter (G)

Task

Storybook and Oral

Retelling of the

origin or folk tales in

the learner’s locality

(G)

SELF-

ASSESSMENT

Reflection

Checkpoint (Activity

15) NG

Reflection

Checkpoint (L1

Activity 15) NG

Reflection

Checkpoint ( L2

Output Satisfaction

Worksheet on

(L1)Poster, (L2)

Group Narrative

Paragraph

6

Activity 16) (NG)

NG – Not Graded

G – Graded

Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,

Self-Knowledge

B. TABLE OF SPECIFICATION:

LESSON

CONTENT

(ACQUISITION)

KNOWLEDGE/

PROCESS

SKILLS

(40%)

(MEANING-

MAKING}

UNDERSTANDING

(30%)

TRANSFER

(30%)

NO. OF

ITEMS

Writing and

Composition

8 16 3

Oral Language and

Fluency

6 12, 13 20 4

Study Skill 5 1

Reading

Comprehension

1,2,3,4 9, 10, 17 18 7

Vocabulary

Development

7 15 14 3

Grammar Awareness 11, 19 2

8 6 6 20

C. PRE-ASSESSMENT MATRIX:

CODE Levels of

Assessment

What will I assess?

Learning

Competencies

MC ITEM CORRECT

ANSWER AND

EXPLANATION

A Knowledge

(15%)

Process

and Skills

(25%)

RC: Engage in

becoming familiar

with, appreciative of,

and critical towards

the backgrounds,

features, and sample

translated texts of

Philippine folk

1. What does the reading

selection manifest?

The story…

a. mirrors almost exactly

the origin of a particular

volcano.

b. depicts consequences of

parental interventions.

c. exemplifies heroic

The answer is A

because the

reading selection

is about the

Legend of

Mt. Mayon. (A)

7

literature and other

parallel selections.

adventure of

Panganoron.

d. poses a love story of

genuine roots.

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



2. It is a story of_______.

a. courage and faith

b. honesty and hope

c. love and courage

d. hope and sacrifice

The answer is C

since the story

deals with how

Panganoron

courageously

fought for his

love. (A)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



3. If the reading text

were to explain the actions

of gods and heroes or a

natural phenomenon, then it

would be a sample of a

____________.

a. myth

b. legend

c. epic

d. folk tales

The answer if A.

Myths are

narratives about

origins of the

world and

mankind among

others. (A)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



4. If you were to write

an epic, what element should

you consider?

a. origin of a place

b. moral of a story

c. adventure of a hero

d. love between the hero and

heroine

The answer is C.

An epic is a

narrative about a

specific hero and

his adventure. (A)

SS: Use appropriate

mechanisms/tools in

the library for

locating resources.

5. Using the Dewey

Decimal System, which

classification will the

legends, myths, epics and

folktales fall under?

a. 400-499 Language

b. 700-799 Arts

The answer is C.

Myths, epics and

folktales are

classified under

oral literary

tradition. (A)

8

c. 800-899 Literature

d. 300-399 Social Sciences

LC: Determine how

stress, pitch,

intonation, phrasing,

pacing, and non-

verbal cues serve as

carriers of meaning

that may aid or

interfere in the

message of the text

listened to.

6. Which of the

following words is stressed

differently?

a. accepted

b. proposal

c. everyone

d. another

The answer is C.

“Everyone” is

stressed in the

first syllable, but

the other

words are

stressed in the

2nd syllable. (A)

VD: Establish

semantic

relationships of

words as well as

familiar, colloquial,

and idiomatic

expressions.

7. What does

indifferent mean as used in

the sentence,

“Pedro, who seemed

indifferent, refused to

participate in class

discussions about Philippine

folk literature”?

a. curious

b. uninterested

c. agitated

d. quiet

The answer is B.

The synonym

uninterested

means the same

as indifferent

based on word

usage. (A)

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

8. Based on its

structure, how do you

classify the following

sentence?

“After saving her life,

Panganoron started to court

her.”

a. simple

b. complex

c. compound

d. compound-complex

The

answer is A since

the sentence

forwards one

complete thought.

(A)

RC: Engage in

becoming familiar

10. Which of the

following is true?

The answer is C.

Philippine

9



the backgrounds,


translated texts of

Philippine folk



Philippine

Literature_______________

_______.

a. started during the coming

of Spaniards in 1521.

b. is based on how ancient

people talk.

c. traces its roots in oral

tradition.

d. has an ethnic origin.

Literature traces

its origins in oral

tradition of our

ancestors. This is

despite the more

common belief

that it started

during the arrival

of Spanish

colonizers in

1521. (M)

M Understan

ding

(30%)

ENDURING

UNDERSTANDIN

G:

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



9. The reading text is a

tale that was passed along

by word of mouth. This

means it is part of the

____________ of our

country.

a. culture

b. oral tradition

c. heritage

d. customs

The answer is B.

The reading text

is a legend, a

story that is

handed from one

generation to

another through

oral tradition.

(M)

OL: Use the right

stress, intonation,

phrasing, and pacing

when reading short

written passages

aloud and engaging

in interpersonal

communication.

12. Juana was asked to

do an oral retelling of the

reading text. Which

statement below manifests

that she is doing it

effectively?

a. She tells the story loud

enough to make the listeners

look at her intently.

b. She moves around the

room while retelling the

story so that she would catch

the attention of her

audience.

c. She establishes eye contact

with her audience, varies

her voice for dramatic

The answer is C

since it

encompasses all

the elements that

make storytelling

effective. (M)

10

effect, and uses simple and

understandable language.

d. all of the above.

OL: Use the right

stress, intonation,


when reading short

written passages

aloud and engaging

in interpersonal

communication.

13. When Ella was

retelling a story, she used a

monotonous voice and

mispronounced many

words. Why is it important

for her to articulate words

clearly and correctly?

a. to communicate

effectively

b. to impress her audience

c. to increase her word

power

d. to enhance her reading

comprehension

The answer is A

since expressive

oral skills

enhance

communication.

(M)

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

15. Why is it important

to know the right word in

any writing situation?

Knowing how a word is used

______________________.

a. shows mastery of the

English language

b. endears the readers to the

writer

c. determines its meaning

d. impresses the readers

The answer is C.

The choice of

words affects

meaning. (M)

MISCONCEPTIO

NS:

Philippine

Literary History

started only

during the arrival

of Spaniards in

1521.

10. Which of the

following is true?

Philippine


_______.

a. started during the coming

of Spaniards in 1521.

b. is based on how ancient

people talk.

c. traces its roots in oral

tradition.

d. has an ethnic origin.

The answer is C.

Philippine

Literature traces

its origins in oral

tradition of our

ancestors. This is

despite the more

common belief

that it started

during the arrival

of Spanish

colonizers in

1521. (M)

11

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



17. Why is there a need

to study folk literature?

a. . Folk literature should be

given importance.

b. Folk literature is rarely

appreciated in the 21st

century.

c. Folk literature offers

enchanting stories about

nature.

d. Folk literature provides

insights into the people’s

culture and beliefs.

The answer is D.

Literature

mirrors life.

Thus,

understanding

folk literature

enables a reader

to have a deeper

appreciation of

culture and

society. (M)

T Product/P

erformanc

e

(30%)

GRASPS GS: Formulate

grammatically correct

sentences.

11. Which of the

comments below would you

give if you were to assess the

subject-verb agreement in

the sentence, “Each of the

legends are interesting”?

The sentence is____.

a. correct

b. incorrect

c. partly correct

d. cannot be determined

The answer is B.

Writers should

not be distracted

with the OF

phrase in

making the verb

agree with the

subject. (T)

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

14. The choices below

share the same meanings. In

retelling a story, which word

would you use to describe

your appreciation for a

character’s trait?

a. determined

b. pig-headed

c. stubborn

d. unreasonable

The answer is A.

The choice of

words affects

meaning. All the

other choices

have negative

connotation, thus

they would not

manifest an

appreciation for a

character’s trait.

(T)

12

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

16. In doing a retelling of

the origin of your locality,

why should you consider

your audience?

a. to grab their attention

b. to know the big words

that can truly amaze them

c. to leave a lasting

impression of your

storytelling ability

d. to know the content and

language most suitable to

them

The answer is D.

The key to

quality and

effective retelling

lies in your

knowledge of

your audience.

This will help you

choose the tone,

language and

content that

would grab and

sustain their

interest. (T)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk


parallel selections

18. You were asked by

Philippine Daily Inquirer to

tell a story which forwards a

lesson and uses characters

that will be most interesting

to young children. What tale

would you choose?

a. myth

b. legend

c. epic

d. fables

The answer is D

since fables are

stories that

feature animals.

These stories help

readers learn a

lesson or two

about life and

living. (T)

GS: Formulate


sentences.

19. How would you revise

the sentence, “Juan

commanded the goat and

shook it’s whiskers until his

mother and brothers had all

the silver they could carry”?

Change__________.

a. there to their

b. he to it

c. it’s to its

d. No revision is needed.

The answer is C.

“It’s” is the

contraction of “it

is”. Use the

pronoun “its” to

refer to the

antecedent,

“goat”. (T)

13

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

20. Matanglawin

Publication has asked you to

do a written retelling of an

existing legend. Which of the

choices below should you

NOT consider? You should

not use___.

a. words produce vivid

imagery.

b. words with fewer

syllables.

c. sentences with varied

structures.

d. sentences the evoke vivid

imagery.

The answer is B.

Words with fewer

syllables are

more suitable for

oral retellings.

(T)

D. POST-ASSESSMENT MATRIX:

CODE Levels of

Assessment

What will I assess?

Learning

Competencies

MC ITEM CORRECT

ANSWER AND

EXPLANATION

A Knowledge

(15%)

Process

and Skills

(25%)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



1. Which of the

statements below articulates

the main idea of the reading

text? The story…

a. exemplifies heroic

adventure of an epic

hero.

b. shows a love story of

genuine roots.

c. illustrates ancient

battles.

d. D. forwards a lesson.

The answer is A.

The reading text

is about the epic

hero, Bantugan.

(A)

RC: Engage in

becoming familiar



the backgrounds,

2. Bantugan is not

_____________.

a. a tale about origin

The answer is A.

Bantugan is an

epic tale which

features a hero

14


translated texts of

Philippine folk



b. a tale about a heroic

person

c. a tale based on oral

tradition

d. a tale that is chanted

or sung.

with supernatural

powers. Since

epics are chanted

or sung, it is

based on oral

tradition. (A)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



3. If Bantugan were a

god and the story talks

about a natural

phenomenon then it would

be _________________.

a. folk tales

b. legend

c. myth

d. epic

The answer if C.

Myths are

narratives about

origins of the

world and

mankind among

others. (A)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



4. What would be a

significant feature of the

reading text if it were a

fable?


b. moral of a story

c. adventure of a hero

d. love between the hero and

heroine

The answer B.

Fables are known

for the moral or

lesson that they

forward. (A)

SS: Use appropriate

mechanisms/tools in

the library for

locating resources.

5. Using the Dewey

Decimal System, which

section of the library can

you find information about

the culture of Bicol?

a. 300-399 Social Sciences

b. 400-499 Language

c. 800-899 Literature

d. 700-799 Arts

The answer is A.

Culture is

classified under

social sciences.

(A)

LC: Determine how

stress, pitch,


6. Which of the

following words is stressed

differently?

The answer is B.

“Return” is

stressed in the

15

pacing, and non-


carriers of meaning

that may aid or

interfere in the

message of the text

listened to.

a. happy

b. return

c. captive

d. people

2nd syllable, but

the other words

are stressed in the

1st syllable. (A)

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

7. What does

wandering mean as used in

the sentence,

The wandering Bantugan

evetually falls ill and dies at

the Palace Gates of The-

Land-Between-Two-Seas?

a. rambling

b. traveling

c. marveling

d. enjoying

The answer is B.

The synonym

traveling means

the same as

wandering based

on word usage.

(A)

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

8. What is the

classification of the sentence

below based on its

structure?

“Bantugan gets married

with the loveliest princesses

and lives happily in

Bumbaran for several years.

a. simple

b. complex

c. compound

d. compound-complex

The

answer is A. It is

a simple sentence

with a compound

predicate.

(A)

RC: Engage in

becoming familiar



the backgrounds,


10. Which of the following is

true?

Philippine


_______.

a refers to the body of

The answer is D.

Philippine

Literature traces

its origins in oral

tradition of our

ancestors.

16

translated texts of

Philippine folk



written texts about our

culture and society.

b. came into existence with

the coming of the Spaniards

in 1521.

c. reflects the unchanging

culture of the Philippine

society.

d. traces its roots in the oral

tradition of our ancestors.

However, it has

evolved with the

coming of the

Spaniards in

1521. (M)

M Understan

ding

(30%)

ENDURING

UNDERSTANDIN

G:

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



9. Which of the

following exemplifies how

the tale (reading text) has

survived through the

centuries?

It has been transmitted

through ______.

a. oral tradition

b. retellings written in stone.

c. the rich cultural

traditions.

d. the preservation of our

customs and beliefs.

The answer is A.

The reading text

is an epic which is

often sung or

chanted and

handed down

from one

generation to

another through

word of mouth.

(M)

OL: Use the right

stress, intonation,


when reading short

written passages

aloud and engaging

in interpersonal

communication.

12. Which of the following

statements shows that Anna

is doing a proficient retelling

of Bantugan?

a. She speaks with a

loud voice in order to get the

attention of her audience.

b. She makes use of the

space and maintains eye

contact with the audience.

c. She uses simple,

understandable and


language.

d. She uses effective

gestures and body

movement in order to

maintain contact with

The answer is C

since proficiency

refers to correct

use of language.

(M)

17

audience.

OL: Use the right

stress, intonation,


when reading short

written passages

aloud and engaging

in interpersonal

communication.

13. In doing an oral

retelling of a tale, why

should you use the proper

tone of your voice and

articulate words clearly?

a. to express your ideas

eloquently b. to

communicate effectively

c. to talk authoritatively

d. to speak credibly

The answer is B

since expressive

oral skills

enhance

communication.

Moreover, Item B

encompasses all

the other choices.

(M)

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

15. Which of the statements

below shows the importance

of word choice in writing

situations? Knowing what

word to use is important

because it___.

a. shows concern for the

readers.

b. captures the reader’s

attention.

c. exhibits knowledge of the

English language.

d. allows a writer to

forward meaning with

clarity and conciseness.

The answer is D.

The choice of

words affects

meaning. (M)

MISCONCEPTIO

NS:

Philippine

Literary History

started only

during the arrival

of Spaniards in

1521.

10. Which of the following is

true?

Philippine

Literature__________.

a refers to the body of

written texts about our

culture and society.

b. came into existence with

the coming of the Spaniards

in 1521.

c. reflects the unchanging

culture of the Philippine

society.

The answer is D.

Philippine

Literature traces

its origins in oral

tradition of our

ancestors.

However, it has

evolved with the

coming of the

Spaniards in

1521. (M)

18

d. traces its roots in the oral

tradition of our ancestors.

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



17. Which of the statements

below shows the value in

studying Philippine Folk

literature?

Philippine Folk Literature

_______________.

a. provides an avenue

for 21st century Filipino to

learn about their cultural

past.

b. provides a gateway

for cultural understanding

and solidarity with other

cultures.

c. needs to be given

priority since it is fast

fading.

d. forwards

entertainment and wisdom.

The answer is A.

Literature

mirrors life.

Thus,

understanding

folk literature

enables a reader

to have a deeper

appreciation of

culture and

society. (M)

T Product/P

erformanc

e

(30%)



sentences.

11. If you were to assess the

storyteller’s statement, “One

of the brave epic heroes in

Philippine literature is

Bantugan,” what would be

your comment?

The sentence is_____.

a. correct

b. incorrect

c. partly correct

d. cannot be determined

The answer is A

since the linking

verb IS refers to

Bantugan, which

is singular in

number. (T)

VD: Establish

semantic

14. In retelling the story of

The answer is C.

The choice of

19

relationships of

words as well as


and idiomatic

expressions.

Bantugan, which word

would you use to describe

him as powerful?

a. controlling

b. great

c. dominant

d. authoritative

words affects

meaning. All the

other choices

have other

connotations;

thus, they would

not manifest

character as

powerful. (T)

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

16. In crafting a tale about

the origin of your locality,

why should you consider

your audience and purpose?

Knowledge of audience and

purpose will allow you to

_____.

a. choose suitable style and

form.

b. use words that readers

like.

c. write interesting stories.

d. win writing awards.

The answer is A.

An effective

writer selects

form and style

based on purpose

and audience. (T)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk


parallel selections

18. You were asked by

Philippine Daily News to

retell a story that features

the bravery and gallantry of

ancient Filipinos. What tale

would you choose?

a. myth

b. legend

c. epic

d. fables

The answer is C

since epics

feature stories of

heroes of the

ancient past. (T)

20

GS: Formulate


sentences.

19. How would you revise

the sentence, “Bantugan

faced the other warriors

bravely. They did not flinch

at the sight of his enemies.”?

Change ____.

a. they to their

b. they to he

c. his to their

d. No revision is needed.

The answer is B.

The pronoun HE

should be used

and not THEY

since the subject,

Bantugan, is

singular and

male. (T)

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

20. In doing an oral retelling

of a fable for Matanglawin

Publication’s storytelling

event, which kind of

sentence structure should

you use?

a. simple

b. complex

c. compound

d. compound-complex

The answer is A.

Oral

communication

calls for simple

structures since

these are easier to

understand. (T)

E. PERFORMANCE TASK:

Scenario:

Matanglawin Publication in cooperation with Philippine Daily Inquirer has commissioned

you to write a storybook which highlights a creative retelling of the origin of or folk tales

in your locality. This storybook will be used in the literacy campaign which is meant to

nurture a love for reading among Grade 1 students. The storybook must be

insightful, creative, well-crafted and suitable to the intended audience. Your oral

retelling must be engaging and proficient.

Outline:

Goal –write a storybook and tell the story

Role –storyteller (oral and written)

21

Audience-Grade 1 students

Situation-Literacy Campaign

Product or Performance –oral and written retelling of a folk tale or origin of locality

Standards -

F. RUBRIC:

CRITERIA Outstanding

4

Satisfactory

3

Developing

2

Beginning

1

STUDENT

RATING

TEACHER

RATING WRITTEN

Insightful

The entire

story is

entirely

related to

the assigned

topic and

allows the

reader to

understand

much more

about the

origin of or

tales in the

locality.

Connections

between

events,

ideas, and

feelings in

the story are

clearly

expressed

and highly

appropriate.

The story is

related to the

assigned topic.

The story

allows the

readers to

know about his

locality.

Connections

between

events, ideas,

and feelings in

the story are

expressed and

appropriate.

Some of the

story is related

to the assigned

topic, but the

reader does

not learn much

about the topic.

Connections

between

events, ideas,

and feelings in

the story are

sometimes

hard to figure

out. More

detail or better

transitions are

needed.

No attempt has

been made to

relate the story

to the assigned

topic.

The story

seems very

disconnected

and it is very

difficult to

figure out the

story.

Creative The story

contains

many

creative

details

The story

contains a few

creative details

and/or

descriptions

The story

contains a few

creative details

and/or

descriptions,

There is little

evidence of

creativity in the

story. The

author does

22

and/or

descriptions

that

contribute to

the reader's

enjoyment.

The author

has really

used his

imagination.

that contribute

to the reader's

enjoyment.

The author has

used his

imagination.

but they

distract from

the story. The

author has

tried to use his

imagination.

not seem to

have used

much

imagination

Well-

crafted

The student

turns in an

attractive

and

complete

copy of the

story in the

correct

format

grammar.

The student

turns in a copy

of the story in

the correct

format and

grammar.

The student

turns in copy of

the story, but

the format was

not correct.

Moreover, the

story has

grammatical

errors.

The student

turns in an

incomplete

copy of the

story. It is full

of grammatical

errors.

Suitable to

the

intended

audience

Story is

suitable and

relevant to

the type of

audience

Story is

appropriate to

the type of

audience.

Story is not

familiar to the

type of

audience.

Audience is not

interested in

the story

because it is

irrelevant to

them.

ORAL

Engaging

The

storyteller

has

characterful

voice

matched

with the

gestures and

facial

expressions.

The storyteller

has a well-

modulated

voice applying

appropriate

intonation,

used good

gestures and

facial

expressions.

The

storyteller’s

voice is not

loud enough.

Gestures are

limited and

facial

expressions

are not that

evident.

The storyteller

cannot be

heard and is

simply telling

the story

without any

gesture and

facial

expression.

Proficient Words are

creatively

used to

There are no

mispronounced

words and

There are

several

mispronounced

Mispronounced

words and

wrong

23

make the

story more

interesting

and catchy

to the

listeners.

statements are

sensible.

words and

statements are

not that clear.

statements

make the story

unclear and

misunderstood.

OVERALL

RATING

NOTES:

1. The Unit Assessment Map. The lesson assessment map provides an overview of all the

assessments done in the lesson. In general, students are assessed according to the four

components of the new grading system (Knowledge, Process or Skills, Understanding and

Transfer). In turn, these four areas reflect the three goals of assessing for understanding namely,

Acquisition, Meaning Making and Transfer or simply known as A-M-T.

2. The Pre and Post Assessment Matrix and Table of Specification. The assessment matrices

code items according to A-M-T. The distribution of these items in the table of specification

follows the distribution of percentages for the areas of the grading system. Hence, 40% of the

test items are coded A (since Knowledge is 15% and Process Skills is 25%), 30% of the items

are coded M, and another 30% for T. This coding is the backbone of the OHSP assessment

system. The OHSP system tracks students’ performance in A-M-T. Teachers can always retrieve

in real time the results of students’ test in these areas. Results are given in both tabulated and

graph forms.

The diagnostic or pre-test assessment matrix determines students’ prior knowledge on the

backgrounds, features, and sample translated texts of Philippine folk literature and other parallel

selections. These are seen in test items no 1-8. The pre-test also measures students’

misconception on Philippine literature as seen in test item no. 10. Note though that the OHSP

system randomizes the sequence of the test items and the options in each item. To find out how

students individually scored in the tests, go to and click on in OHSP system Student List. Next,

select Student name. View student’s Performance Record. Then scroll down to desired topic and

click on date of completion. View student’s Test Score per item and the item’s code (A-M-T).

The post-test assessment matrix evaluates the changes in students’ misconceptions as seen in test

item no 10. Hence, when reviewing test scores, it is important to see how students particularly

score in these items as well as the other items related to understanding (test item nos. 12, 13, 9,

10, 17 and 15). Student performance in these items will indicate the kind of intervention that

needs to be done.

24

To access all students’ test scores in the Post Assessment as a group per subject area, do the

following:

1. Click Post Assessment (20 Questions)

2. Select subject area.

3. Select desired quarter and lesson and double click on it.

4. View the graphs and scores of all students.

The OHSP system also shows to the teacher the items where most of the students score well or

poor in. Teachers can also trace the corresponding activity in the lesson where the content of the

test item is discussed. Teachers can then check on student performance in those activities and

determine how their answer prepared them for the corresponding test item.

3. Interventions Based on Test Scores.

If students are not able to do well in A-coded items, teachers may consider doing the following

interventions:

Give more reading selections that fall under Philippine Folk Literature (legends,

myths, fables, epics, etc.).

Provide comprehension questions that will help students hone their reading skill

which is tested in items 1,2,3,4.

Ask students to go to this website, http://tagaloglang.com/Philippine-

Literature/Filipino-Folktales/, in order to read more samples of Philippine Folk

Literature.

If students are not able to do well in M-coded items, teachers may consider doing the following

interventions:

If students are not able to do well in T-coded items, teachers may consider doing the following

interventions:

Provide more interactive exercises on subject-verb agreement and pronoun-

antecedent agreement

(http://grammar.ccc.commnet.edu/grammar/quizzes/agreement_quiz.htm) and

narrative tenses (http://www.vivquarry.com/wkshts/narrex1.html).

http://tagaloglang.com/Philippine-Literature/Filipino-Folktales/

http://tagaloglang.com/Philippine-Literature/Filipino-Folktales/

http://grammar.ccc.commnet.edu/grammar/quizzes/agreement_quiz.htm

http://www.vivquarry.com/wkshts/narrex1.html

25

4. Verifying Student Test Scores.

Teachers may also verify student scores in A-coded items by asking students to do or answer the

following in a live chat or face-to-face setting:

Pose comprehension questions to students concerning a chosen legend, fable, epic or

folk tales.

Ask students to define the words found in this chosen reading text.

Teachers may also verify student scores in M-coded items by asking students to do the following

in a live chat or face-to-face setting:

Provide words from a chosen legend, fable, epic or folk tales and ask students to

articulate the words with the correct pronunciation.

Ask students to explain why they should study Philippine Folk Literature.

Prod students to explain the backgrounds, features, and sample translated texts of

Philippine folk literature.

Teachers may also verify student scores in T-coded items by asking students to do the following

in a live chat or face-to-face setting:

Give students a cloze test. Ask them to fill in the blanks with the correct form of the

verb (SVA) and pronoun (PAA).

Ask students to do an oral retelling of a short folk tale. Ask them how a tale should be

told orally.

5. Map of Conceptual Change. Another important indicator of student growth in thinking is the

unit’s map of conceptual change. For this unit, the chosen map is KWL (Know, Wonder and

Learned). The students are asked to answer this map at different points in the lesson, namely:

Activity 1, Lesson 1 Transfer, Activity 17, Lesson 2 Transfer Activity 18, Lesson 3 Deepen

Activity 8. The students’ cognitive growth is qualitatively assessed by comparing the students’

prior knowledge and new knowledge. In the unit’s map for conceptual change, the students show

their prior knowledge by answering Know and Wonder in Activity 1. The students articulate

their new knowledge by filling up Learned during Lesson 1 Transfer Activity 17, Lesson 2

Transfer Activity 18, and Lesson 3 Deepen Activity 8. These parts indicate transitional processes

between prior and new knowledge development. Teachers are encouraged to every now and then

retrieve and monitor students’ answers in this map. Student answers in this map provide clear

data for teachers in terms of their cognitive development.

26

6. Formative Assessments. In order to assure student success in the summative assessments, the

listed formative assessments check on the following performances as indicators of student

mastery and readiness: (state type of formative assessment and things teachers need to check)

7. Student’s Answers to Recurring Essential Question. Another way of doing formative

assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ

is: How can the wise sayings and tales of the past help us live today? The student is asked to

answer the EQ in these different parts, namely: Lesson 1 Explore (Activity 1), Lesson 1 Firm Up

(Activity 3), Lesson 1 End of Firm Up (Activity 13), Lesson 2 Explore (Activity 1), Lesson 2

Firm Up (Activity 3), Lesson 2 Deepen (Activity 11), Lesson 3 Explore (Activity 1), Lesson 3

Transfer, (Activity 12: A Lasting Impression). Teachers are encouraged to compare the students’

final answers to the EQ with the desired EU. If the student’s answers are far or different from the

EU, the teacher may check on the way students are doing in the activities and determine the

appropriate intervention.

8. The Performance Task and Rubric. With regards to the performance task, this is designed

according to the transfer goal in Part 1. The standards in the performance task are reflected in the

first column of the rubric. These rubric criteria are also aligned with the performance standard.

The rubric criteria related to understanding is INSIGHTFUL. With this criterion, students are

evaluated on their understanding about the relevance of ancient tales to the modern life. The

rubric criteria related to the competencies or skills are CREATIVE and WELL-CRAFTED. With

these criteria, students are evaluated on their skill to use language creatively and proficiently.

Students achieve the performance standard when they or their work scores Satisfactory for each

criteria in the rubric. Students whose works exceed the Satisfactory criteria score Outstanding.

Note the additions in the descriptor which indicate extra work on the part of the students.

Students whose works have errors score either as Developing or Beginning. Note the parts of the

descriptors which indicate deficiencies.

The submission of the performance task (storybook) may be done online. However, the oral

retelling has to be done face to face.

27

STAGE III: CONDUCTING THE LEARNING PLAN

A. UNIT ACTIVITIES MAP:

ACTIVITIES FOR

ACQUIRING

KNOWLEDGE

AND SKILLS

ACTIVITIES FOR

MAKING MEANING

AND DEVELOPING

UNDERSTANDING

ACTIVITIES LEADING TO

TRANSFER

EXPLORE

Lesson 1, Activity 1:

Knowing You, Knowing

me

Lesson 2: Activity1:

Idea Wheel

Lesson 2: Hypothesis


Remembering Tales

FIRM UP


Amuse Me


Brainy Battle


Word Power

Lesson 1: Activity 8:

Hear ye! Hear ye!


Library Walk

Lesson 1, Activity 5: Of

Wit and Wisdom and My

Thinking Box


Pause. Think. Write


Express Yourself

Lesson 1, Activity 9: Speak

Easy!


Language in Focus

(Spoken and Written

Language- Writing a

paragraph in complete

sentences)


How it came to be



Comparing Myths and

Legends


Writeshop

28

How things started


Word Power


Language in Focus


Knowing my origin


Learning Lessons


Tales of Courage


Language in Focus


Deep Understanding

Lesson 3, Activity 5;

Differentiating Literary

from Academic Text

Lesson 3, Activity 6: Say

what?

DEEPEN


Editing (Mini Grammar

Lesson on Subject-Verb

Agreement)


Reflection Checkpoint


Writeshop!


Irreversible


Navigating the Libary

Lesson 2, Activity 11: Pause,

Think, Write

Lesson 2, Activity 12: Hear

ye! Hear ye!


Looking Backward to move

forward

Lesson 3, Activity 9: Word

Cloud

Lesson 3, Activity 10: :Let me

tell you a story

TRANSFER


Writeshop on Poster Making

Lesson 1: Activity 17: KWL

on Philippine Folk Literature

Poster-Making for the Literacy

Month

29


Writeshop on brochure inset

making

Brochure Inset Writing

(Written Retelling Mode)

Storybook Writing and Oral

Retelling of a tale

Letter in parentheses after every activity indicates the following modes: I for individual work or G for group work

and WC for whole class. Resource material used for the activity is indicated in italics.

B. UNIT ASSESSMENT-ACTIVITIES MATRIX:

CODE Levels of

Assessment

What will I assess?

Learning

Competencies

MC ITEM CORRECT

ANSWER AND

EXPLANATION

RELATED

ACTIVITIES

A Knowledge

(15%)

Process

and Skills

(25%)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



1. What does the

reading selection

manifest?

The story…

a. mirrors

almost

exactly the

origin of a

particular

volcano.

b. depicts

consequences

of parental

interventions

.

c. exemplifies

heroic

adventure of

Panganoron.

d. poses a love

story of

genuine

roots.

The answer is A

because the

reading selection

is about the

Legend of

Mt. Mayon. (A)

Lesson 2,

Activity 5,

Comparing

Myths and

Legends

RC: Engage in

becoming familiar



the backgrounds,


2. It is a story

of_______.

a. courage and faith

b. honesty and hope

The answer is C

since the story

deals with how

Panganoron

courageously

Lesson 2,

Activity 5,

Comparing

Myths and

Legends

30

translated texts of

Philippine folk



c. love and courage

d. hope and sacrifice

fought for his

love. (A)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



3. If the reading

text were to explain

the actions of gods

and heroes or a

natural

phenomenon, then it

would be a sample

of a ____________.

a. myth

b. legend

c. epic

d. folk tales

The answer if A.

Myths are

narratives about

origins of the

world and

mankind among

others. (A)

Lesson 2,

Activity 5,

Comparing

Myths and

Legends

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



4. If you were

to write an epic,

what element should

you consider?


b. moral of a story

c. adventure of a

hero

d. love between the

hero and heroine

The answer is C.

An epic is a

narrative about a

specific hero and

his adventure. (A)

Lesson 3,

Activity 4:

Tales of

Courage

SS: Use appropriate

mechanisms/tools in

the library for

locating resources.

5. Using the

Dewey Decimal

System, which

classification will

the legends, myths,

epics and folktales

fall under?

a. 400-499 Language

b. 700-799 Arts

c. 800-899

Literature

d. 300-399 Social

Sciences

The answer is C.

Myths, epics and

folktales are

classified under

oral literary

tradition. (A)

Lesson 2,

Activity 14:

Navigating the

Library

31

LC: Determine how

stress, pitch,


pacing, and non-


carriers of meaning

that may aid or

interfere in the

message of the text

listened to.

6. Which of the

following words is

stressed differently?

a. accepted

b. proposal

c. everyone

d. another

The answer is C.

“Everyone” is

stressed in the

first syllable, but

the other

words are

stressed in the

2nd syllable. (A)

Lesson 2,

Activity 12:

Hear ye! Hear

ye!

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

7. What does

indifferent mean as

used in the sentence,

“Pedro, who seemed

indifferent, refused

to participate in

class discussions

about Philippine

folk literature”?

a. curious

b. uninterested

c. agitated

d. quiet

The answer is B.

The synonym

uninterested

means the same

as indifferent

based on word

usage. (A)

Lesson 1,

Activity 7,

Word Power

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

8. Based on its

structure, how do

you classify the

following sentence?

“After saving her

life, Panganoron

started to court

her.”

a. simple

b. complex

c. compound

d. compound-

The answer

is A since the

sentence forwards

one complete

thought. (A)

Lesson 1,

Activity 11:

Language in

Focus

32

complex

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



10. Which of the

following is true?

Philippine

Literature________

______________.

a. started during the

coming of Spaniards

in 1521.

b. is based on how

ancient people talk.

c. traces its roots in

oral tradition.

d. has an ethnic

origin.

The answer is C.

Philippine

Literature traces

its origins in oral

tradition of our

ancestors. This is

despite the more

common belief

that it started

during the arrival

of Spanish

colonizers in

1521. (M)

Lesson 3,

Activity 8:

Looking

backward to

move forward

M Understan

ding

(30%)

ENDURING

UNDERSTANDIN

G:

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



9. The reading

text is a tale that

was passed along by

word of mouth. This

means it is part of

the ____________ of

our country.

a. culture

b. oral tradition

c. heritage

d. customs

The answer is B.

The reading text

is a legend, a

story that is

handed from one

generation to

another through

oral tradition.

(M)

Lesson 3,

Activity 8:

Looking

backward to

move forward

OL: Use the right

stress, intonation,


when reading short

written passages

aloud and engaging

in interpersonal

communication.

12. Juana was

asked to do an oral

retelling of the

reading text. Which

statement below

manifests that she is

doing it effectively?

a. She tells the story

loud enough to

make the listeners

look at her intently.

b. She moves

The answer is C

since it

encompasses all

the elements that

make storytelling

effective. (M)

Lesson 3,

Activity 10:

Let me tell you

a story

33

around the room

while retelling the

story so that she

would catch the

attention of her

audience.

c. She establishes

eye contact with her

audience, varies her

voice for dramatic

effect, and uses

simple and

understandable

language.

d. all of the above.

OL: Use the right

stress, intonation,


when reading short

written passages

aloud and engaging

in interpersonal

communication.

13. When Ella

was retelling a story,

she used a

monotonous voice

and mispronounced

many words. Why is

it important for her

to articulate words

clearly and

correctly?

a. to communicate

effectively

b. to impress her

audience

c. to increase her

word power

d. to enhance her

reading

comprehension

The answer is A

since expressive

oral skills

enhance

communication.

(M)

Lesson 3,

Activity 10:

Let me tell you

a story

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

15. Why is it

important to know

the right word in

any writing

situation? Knowing

how a word is used

_________________

_____.

a. shows mastery of

The answer is C.

The choice of

words affects

meaning. (M)

Lesson 3,

Activity 6: Say

what?

34

the English

language

b. endears the

readers to the writer

c. determines its

meaning

d. impresses the

readers

MISCONCEPTIO

NS:

Philippine

Literary History

started only

during the arrival

of Spaniards in

1521.

10. Which of the

following is true?

Philippine

Literature________

______________.

a. started during the

coming of Spaniards

in 1521.

b. is based on how

ancient people talk.

c. traces its roots in

oral tradition.

d. has an ethnic

origin.

The answer is C.

Philippine

Literature traces

its origins in oral

tradition of our

ancestors. This is

despite the more

common belief

that it started

during the arrival

of Spanish

colonizers in

1521. (M)

Lesson 3,

Activity 8:

Looking

backward to

move forward

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



17. Why is there

a need to study folk

literature?

a. . Folk literature

should be given

importance.

b. Folk literature is

rarely appreciated

in the 21st century.

c. Folk literature

offers enchanting

stories about nature.

d. Folk literature

provides insights

into the people’s

culture and beliefs.

The answer is D.

Literature

mirrors life. Thus,

understanding

folk literature

enables a reader

to have a deeper

appreciation of

culture and

society. (M)

Lesson 3,

Activity 8:

Looking

backward to

move forward

35

T Product/P

erformanc

e

(30%)



sentences.

11. Which of the

comments below

would you give if

you were to assess

the subject-verb

agreement in the

sentence, “Each of

the legends are

interesting”? The

sentence is____.

a. correct

b. incorrect

c. partly correct

d. cannot be

determined

The answer is B.

Writers should

not be distracted

with the OF

phrase in

making the verb

agree with the

subject. (T)

Lesson 1,

Activity 14:

Writeshop

(C. Editing)

VD: Establish

semantic

relationships of

words as well as


and idiomatic

expressions.

14. The choices

below share the

same meanings. In

retelling a story,

which word would

you use to describe

your appreciation

for a character’s

trait?

a. determined

b. pig-headed

c. stubborn

d. unreasonable

The answer is A.

The choice of

words affects

meaning. All the

other choices have

negative

connotation, thus

they would not

manifest an

appreciation for a

character’s trait.

(T)

Lesson 3,

Activity 6: Say

what?

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

16. In doing a

retelling of the

origin of your

locality, why should

you consider your

audience?

a. to grab their

attention

b. to know the big

words that can truly

amaze them

The answer is D.

The key to quality

and effective

retelling lies in

your knowledge

of your audience.

This will help you

choose the tone,

language and

content that

would grab and

sustain their

Lesson 1,

Activity 11:

Language in

Focus

36

c. to leave a lasting

impression of your

storytelling ability

d. to know the

content and

language most

suitable to them

interest. (T)

RC: Engage in

becoming familiar



the backgrounds,


translated texts of

Philippine folk



18. You were

asked by Philippine

Daily Inquirer to

tell a story which

forwards a lesson

and uses characters

that will be most

interesting to young

children. What tale

would you choose?

a. myth

b. legend

c. epic

d. fables

The answer is D

since fables are

stories that

feature animals.

These stories help

readers learn a

lesson or two

about life and

living. (T)

Lesson 3,

Activity 2:

Learning

Lessons

GS: Formulate


sentences.

19. How would you

revise the sentence,

“Juan commanded

the goat and shook

it’s whiskers until

his mother and

brothers had all the

silver they could

carry”?

Change__________.

a. there to their

b. he to it

c. it’s to its

d. No revision is

needed.

The answer is C.

“It’s” is the

contraction of “it

is”. Use the

pronoun “its” to

refer to the

antecedent,

“goat”. (T)

Lesson 3,

Activity 7:

Language in

Focus

37

WC: Distinguish

between oral and

written modes of

language use with

emphasis on their

exclusive features

and properties.

20. Matanglawin

Publication has

asked you to do a

written retelling of

an existing legend.

Which of the choices

below should you

NOT consider? You

should not use___.

a. words produce

vivid imagery.

b. words with fewer

syllables.

c. sentences with

varied structures.

d. sentences the

evoke vivid imagery.

The answer is B.

Words with fewer

syllables are more

suitable for oral

retellings.

(T)

C. SCAFFOLD FOR TRANSFER:

LEVEL 1

DIRECTED

PROMPT

1. Inform the

students the skills

they are expected to

demonstrate.

2. Provide step-by-

step instruction on

how to do the skills

and check their

work.

3. Provide this task

during Firm Up or

Interaction stage.

LEVEL 2

OPEN PROMPT

1. Provide students

another task similar to

that given in Level 1.

2. Instead of giving a

step-by-step

instruction, prompt the

students to do the steps

on their own. If

different procedures

are given, ask students

to choose which

procedure they would

use. Students may also

be asked to vary the

steps they learned.


during Firm Up or

Interaction stage.

LEVEL 3

GUIDED

TRANSFER

1. Provide a real

world situation where

the skills taught in

Levels 1- 2 are

applied.

2. Instead of directing

the students step-by-

step to use the skills

they learned in

previous levels, ask

students to look back

on the skills they

learned and determine

which of these they

would use to meet the

requirements of the

given task.


during Deepen or

LEVEL 4

INDEPENDENT

TRANSFER

1. Provide a real

world situation

similar to Level 3

where the skills taught

in Levels 1-2 are

applied.

2. Purposely refrain

from suggesting to

students to use the

skills they learned in

Levels 1-2. Have

students on their own

figure out which of the

skills they learned in

previous levels they

would use to meet the

standards in the given

task.

3. Provide task during

38

Interaction stage.

Transfer or

Integration stage. TASK

You have been

tasked by your city/

town librarian to

make an 8” by 14”

poster for the

upcoming literacy

month. This poster

should be able to

encourage library

users to read and

know more about

our Philippine riddles

and proverbs so that

they can see the

relevance of the past

in today’s modern

life. Your poster

must have the

following: clear and

appropriate

message and

creative design.

TASK

The Department of

Tourism has

commissioned you to

create a 1-page

brochure inset

promoting the cultural

origin of a specific

region. The said

brochure will be

distributed during the

program launch of “It’s

More Fun in the

Philippines.” In that

brochure inset, you are

to retell a written text of

an existing legend or

myth. In order for your

readers to see the

applicability of the

literature of the past to

their modern lives, the

brochure inset should

be insightful and

engaging.

TASK

As the official

Children Museum’s

Bard, you are tasked

to do oral retellings of

tales that will help

your young audience

realize that the tales

of the past are

significant to their

lives. In order to

capture the attention

of your young

museum guests, your

retelling must be done

in a proficient and

engaging manner.

TASK

Matanglawin

Publication in

cooperation with

Philippine Daily

Inquirer has

commissioned you to

craft a storybook

which highlights a

creative retelling of

ancient tales in your

locality. This

storybook must allow

young readers to see

the linkage between

the past and the

present. This

storybook will be used

in the literacy

campaign which is

meant to nurture a

love for reading

among Grade 1

pupils. The

storybook must be

creative, insightful,

well-crafted and

suitable to the

intended audience.

NOTES:

1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map shows

the different activities done in the lesson. The activities are designed to address the different A-

M-T learning goals. Acquisition activities in particular are also matched according to the

required and added competencies. The A activities involve eliciting literary and language

concepts and topics. During M activities, students are prodded to make generalization about

these literary and language topics. In T activities, students are engaged in write shops or

workshops to prepare them for the meaningful and life-like performance/product tasks.

39

The Assessment-Activities Matrix also shows the activities which implement the established and

added competencies. This Matrix helps the teacher evaluate the readiness of a student to answer

a particular test item by looking at the student’s performance in a particular activity related to the

assessment. If the student does not do well in a set of test items, the teacher may go back to the

activity linked to the test item and see if the student was already having difficulty.

2. The Scaffold for Transfer. The T activities are also sequenced according to a certain

progression as indicated in the scaffold for transfer. The scaffold consists of four levels starting

with direct prompting and on to independent transfer. In the scaffold, students focus on honing

their productive skills, speaking and writing. Students develop mastery of this skill by first in

direct prompt, making of a poster for the literacy month. This activity is done in Lesson 1,

Transfer. Then in the open prompt, during Lesson 2 Transfer, students will make a brochure inset

which is a written retelling of an existing legend or myth. Next in the guided transfer done in

Lesson 3, Deepen, students will do an oral retelling of a folk tale or of an epic. Students are

again asked to do a task similar in the final level but this time in the independent level, students

are evaluated according to their ability to on their own a storybook or written retelling or a folk

tale or origin or their locality. They are also asked to do an oral retelling of the said tale.

SECTION 2. STRATEGIES FOR BLENDED LEARNING:

INDEX OF STUDENT’S ONLINE TASKS:

STUDENT’S

ONLINE TASK

EFDT AMT ACTIVITY

NO.

DESCRIPTION

1. Answering

Process Questions

based on a given

Website’s content

or interactivity

F A Lesson 1,

Activity 12

Write it out (Noting features of

written communication in a

specified internet text)

D AM Lesson 2,

Activity 14

Navigating the Library (Learning

about the Dewey Decimal System)

F AM Lesson 3,

Activity 3

Deep Understanding (Knowing

about Folktales and Reflecting on

how they manifest Philippine

culture

F AM Lesson 3,

Activity 6

Say What (Learning about

colloquial and formal

expressions)

2. Answering F A Lesson 1, Brainy Battle (Learning about

40

mini-check-up

quizzes and

receiving feedback

Activity 4 the Philippine Riddles)

F AM Lesson 3,

Activity 6

Say What (Learning about

colloquial and formal

expressions)

F AM Lesson 3,

Activity 7

Instruction 6

Language in Focus

(Accomplishing Interactive

Quizzes on Pronoun Antecedent

Agreement)

3. Developing

Product Using

Web-based

Application 2.0

(state Web 2.0

application)

F M Lesson 2,

Activity 6

Knowing my origin (Creating a

family tree)

D M Lesson 2,

Activity 9

Word Cloud (Making a word

cloud about Philippine Folk

Literature)

4. Posting in

Discussion Forum

any of the

following:

a. one’s ideas

b. one’s questions

c. one’s reflections

d. one’s

suggestions or

request

e. one’s summary

D M Lesson 2,

Activity 9

Word Cloud (Making a word

cloud about Philippine Folk

Literature)

5. Responding to

Other Students in

Discussion Forum

by posting any of

the following:

41

a. one’s comments

b. one’s questions

c. one’s reflections

d. one’s

suggestions or

request

e. one’s summary

6. Chatting with

Teacher on any of

the following:

a. feedback on

answers to process

questions

b. performance in

assigned tasks

c. content that

needs clarification

d. instructions in

tasks that need

clarification

e. a live event

7. Chatting with

Teacher and other

Students on any of

the following:

a. a. feedback on

answers to process

questions

b. performance in

assigned tasks

42

c. content that

needs clarification

d. instructions in

tasks that need

clarification

e. a live event

f. discussion of a

topic in the form of

a debate, panel

discussion,

interview or role

playing

8. Uploading and

Submitting

Individual File on

any of the

following:

a. answers to

activity questions

b. presentations or

reports

c. conversion of

Web information

to another form

(e.g. outline, flow

chart, table,

graphic organizer,

concept map,

drawing)

d. map of

conceptual change

e. intervention

task given by

43

teacher

f. enrichment task

9. Uploading and

Submitting Group

File on any of the

following:

a. answer to

activity questions

b. presentations or

reports

c. conversion of

information from

Website or online

resource to

another form (e.g.

outline, flow chart,

table, graphic

organizer, concept

map, drawing)

d. map of

conceptual change

e. intervention

task given by

teacher

f. enrichment task

10. Sending by

clicking on page

email icon

questions to

teacher on any of

the following:

a. lesson

44

discussion

b. activity

instructions and

interactivity

c. system

navigation

11. Producing an

E-portfolio by

selecting best

works done in a

unit

INDEX OF WEB 2.0 APPLICATIONS

STAGE AND

LEARNING

GOAL

(EFDT/A-M-T)

WEB 2.0 APPLICATION

AND ITS URL

ACTIVITY

NO.

STUDENT TASK

F/M http://www.myheritage.com/ Lesson 2,

Activity 6

Knowing my origin

(Creating a family tree)

D/M http://www.wordle.net/create Lesson 2,

Activity 9

Word Cloud (Making a

word cloud about

Philippine Folk

Literature)

http://www.myheritage.com/

http://www.wordle.net/create

45

NOTES:

Web 2.0 is a term used to designate next-generation Websites which feature interactive

applications, particularly in the production of creative or original works. As indicated in the

above table, learners will be working with some Web 2.0 applications.

For Meaning Making, the student will be working with the following applications and producing

a specific work:

http://www.myheritage.com/: In order to concretize their ideas about the importance of

origins, learners will make their own family tree through this application.

http://www.wordle.net/create: To summarize what they have learned about Philippine

Folk literature, students will make a word cloud.

http://www.myheritage.com/

http://www.wordle.net/create

Documents

GRADE 7 ENGLISH Writer: Mrs. Grace Annette B. Soriano ... · PDF fileTEACHER’S GUIDE FOR OHSP ONLINE MODULE GRADE 7 ENGLISH ... Quarter (G) Task Storybook and Oral ... 2nd syllable